SPUD Tag The name spud for a potato comes from the knife used to
dig a hole prior to the planting of a potato. Around 1845, the name transferred
to the potato itself, the first record of this usage being in New Zealand.
Each person is assigned a number (if there are 6
players the numbers are 1-6 but can be assigned randomly).
Everyone makes a circle around the person that is
'it'.
The person that is 'it' throws the ball up and calls a
number. (Children that did not have a ball used a potato instead.)
The person whose number is called must catch or
retrieve the ball. While the catch is taking place everyone else runs.
Once the person whose number is called catches or
retrieves the ball they yell "Spud" and everyone must stop in place.
The person who is 'it' takes 4 steps S P U D toward another player and throws
the ball.
If
the person is hit with the ball they are given one letter of SPUD and become
'it'. Everyone forms a circle around the new 'it'. The person who is 'it'
throws up the ball and calls a number.
If
the ball misses no letter is assigned and the person that was 'it' throws up
the ball and calls a number.
Once
a player has all 4 letters S P U D they are out of the game. The last one
playing is the winner.
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Make a Silhouette Grade Level: K-3
Classroom Time: 45 minutes
Materials:
Masking tape Glue
Large White paper Lamp
Black Construction paper Scissors
Objectives:
- Given instruction students
will create a silhouette.
- Have your subject sit
in a chair. Position your light source so it casts a shadow of your subject on
a wall. Adjust your subject's head until the shadow is a pleasing profile.
- Tape a large sheet of white paper on the wall where the shadow
appears. Position it so there is some room at the top and bottom and the shadow
on the paper includes a portion of the subject's neck. You can also include the
top of the shoulders.
- Instruct your subject to sit very still. Using a
soft pencil, trace the outline of the shadow onto the paper. Be careful to
stand to the side and position your drawing arm so your own shadow doesn't
cover your subjects.
- Reposition your subject when necessary. He or she
won't be able to sit perfectly still so you'll have to stop and gently guide
your subject's head so the shadow fits within what you've already traced.
- Complete the tracing
and remove the paper from the wall and cut it out carefully.
- Trace the silhouette onto black construction paper.
- Paste the
black silhouette on a sheet of rectangular white paper and frame.
Teacher’s introduction to the material:
Silhouettes are outlines of a person
in profile, filled in with black color and placed on a white background. The
technique was developed by Etienne de Silhouette and, before photography was
invented, it was a less expensive way of having a portrait made.
Silhouette art originated
in France in the 1600s, moved through England and reached the height of its
popularity in the United States in the late 1700s. Silhouette cutting began as
an amusement for European royalty but in the U.S. became a popular way to
capture portraits of both privileged and common people.
Instruction:
Skills: Art.
Vocabulary: Silhouette.
Variation: Take a photo of the subject posed sideways. Then cut out the head from the photo and
trace unto black paper.
How to Make a Silhouette
Art Piece. eHow.com. Retrieved from: http://www.ehow.com/how_2267239_make-silhouette-art-piece.html#ixzz27D5ePmZL
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Wood Block Printing Grade Level: 2-4
Classroom Time: 45
minutes (25 minutes Day 1, and 20 minutes Day 2)
Materials:
Glue Block Printing Paper
sheets
String Tempura Paint
Sponges Wood blocks (5” x 5”)
Objectives:
- Given
instruction and reading material, students will describe for block printing.
- Given
instruction and materials, students will make a block print and produce a
picture made from the print.
- Given
instruction and reading materials, students will name three methods of
printing.
- Read
Block Printing.
- Choose
a design for your woodcut.
- Immerse
the string in glue.
- Create
the design with string on the wood block.
- Allow
the glue and string to dry overnight.
- Spread
tempura paint on the sponge.
- Press
the string image on the block into the sponge.
- Press
the wood block image onto paper.
- Repeat
the print to make several images.
Teacher’s introduction to the
material:
In
this lesson students will experiment only with woodcut printing. If possible show students how lithography and
intaglio printing are done.
Instruction:
10. Draw
other images to create a scene.
Skills: Art,
History, Reading comprehension.
Vocabulary: Block-books,
Grain, Intaglio, Lithography, Protrude, Relief, Ukiyo-e, Woodcut, Xylography.
Creative
ways to cultivate agriculture. ND
Department of Agriculture. Bismarck, ND.
History
of Printing. Kidipede. Retrieved from: http://www.historyforkids.org/learn/literature/printing.htm
What
is block printing? Answers. Retrieved
from: http://wiki.answers.com/Q/What_is_block_printing
Block Printing
"Woodblock
Printing" is a method used to print text, images or patterns on textiles
and later paper. This method was widely used throughout East Asia and
originating in China. Somebody in Tang
Dynasty China, about 650 AD, had the idea of carving wooden blocks with a page
of text, then inking it and pressing paper on the block to print a page. Patterns
and letters were carved into wooden blocks, so that the letter or pattern is chiseled
and protrudes so to speak from the wooden block. These blocks are then coated with ink, and
brought pressed firmly and evenly onto the paper or cloth. The content would print as a mirror-image.
Ukiyo-e
is the best known type of Japanese woodblock art print. Most European uses of
the technique for printing images on paper are covered by the art term woodcut,
except for the block-books produced mainly in the 15th century. The wood block is carefully prepared as a relief
matrix, which means the areas to show 'white' are cut away with a
knife, chisel, or sandpaper leaving the characters or image to show in 'black'
at the original surface level. The block was cut along the grain of the wood. The art of carving the woodcut is technically
known as xylography, though the term is rarely used.
Printing
is simply the transferring of ink from a carved surface to paper by means of
pressure. The four basic types of printing are relief, intaglio, lithography
and screen, in order of invention. Relief printing is the oldest from of
printing and that is the method we are going to use in class today. In relief
printing, ink is applied to a raised surface and then pressed onto another
surface leaving behind an imprint. Examples of this would include wood cuts,
potato prints and rubber stamps. With
intaglio
printing, a surface is etched, then covered with ink. The ink on the surface is
removed; the ink in the cracks is pressed onto paper. Money is produced through
intaglio printing. Lithography printing involves the use of greasy inks that
repel one another. A picture is drawn with one substance and then washed over
with an ink. The ink only adheres where there is no repelling substance and the
plate is then pressed to paper.
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Maize Dollies Materials:
Green Maize leaves (8 per
student) (not included)
String 1 yard long
Cotton balls
Legend of the Corn Doll
The Iroquois have “Three sisters,” the sustainers of
life; corn, beans, and squash. The Corn
Spirit was so thrilled at being one of the sustainers that she asked the
Creator what more she could do for her people.
The Creator said that a beautiful doll could be formed from the
husks. When the Creator was done forming
the doll, with a beautiful face, it was sent to the children. The doll went from village to village playing
with the children, and doing what she could for them. But, because everyone she met told her she
was so beautiful, she became vain. The
Creator cautioned her, and that if she continued, he would have to punish her.
Well, one day the Corn doll glanced at the water and saw
her reflection. She admired herself,
because she knew she was beautiful. The
Creator stepped in and sent a screech owl to snatch up her reflection. He punished her, and from then on, every
Iroquois mother tells her child this story to remind them that it is wrong to
thing they are better than anyone else; that the Creator has given a special
gift to everyone.
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Eggs in a Spoon
Materials List: Wood Eggs or
hard-boiled eggs (6)
Wood Spoons
or serving spoons (6)
Classroom Time: 1 classroom period
Objectives:
1. The student will learn to play “Eggs in a
Spoon” following correct procedures, with courtesy.
2. The student will name 3 factors that effect
keeping the egg in the spoon: (balance, concentration,
kinetic ability, linear placement, poise, speed,
terrain, wind, etc.)
3. The student will understand the advantages of “slow and steady”.
Teacher’s introduction to the activity: This game was played at end
of school picnics, where they also had sack races, and 3-legged races.
Instruction:
1.
Divide the class into 2 teams.
2.
Place your egg in the spoon as securely as possible.
3. Walk
as quickly as possible without dropping the egg.
4. When
you reach the goal line, the next student in your team may begin.
5. If
you drop the egg, you must place it on the spoon again, return to the spot
the egg was dropped, then continue
the race.
6. When all team members have completed the
track once, add the times for each
team member, and team with the
least time elapsed wins.
Variation: Instead of the
wooden egg, use a raw egg! You could
also use hard boiled eggs, or even jelly.
Evaluation: Students
will be given a satisfactory if they participated willingly.
Have other team
members check the score keeper’s math.
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Marbles
Materials: 12 Bags, each bag has 30 marbles & 1 shooter
Chalk
or spade to make circle diagram
Classroom Time: 1 class period
Teacher’s introduction to
the activity:
Marbles is probably the 2nd oldest game ever
played; by the Egyptians, the Aztecs, Native Americans, and even cave
people. Marbles have been made by glass,
china, clay, or even genuine marble. The
“Cat’s eye” marble of Japan was
extravagant, but when earth was described by Neil Armstrong from the moon as “a
Big Blue Marble” it became living
history.
Objectives:
1. The student will learn the rules of Marbles.
2. The student will play marbles observing the
rules.
3. The student will observe the geometric angles
when one object hits another.
4. The student will observe the power necessary
to move objects a given distance.
Instruction:
1. We will
begin by “lagging”; whoever shoots
closest to the lag line begins the game.
2. With your “shooter” you must knock one of the marbles on the cross out of the
circle.
3. You must have one knuckle on the ground until
the marble has been shot.
4. Adjust the force you use, and remember the marble must not travel farther than
the lag line.
Variation: There are numerous variations in marbles, i.e. the
Marble
Game.
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Hopscotch Materials:
Hopscotch
Diagram Chalk
Hopscotch bags
(12) Foam Hopscotch Kit
(10 squares, 2 circles)
Classroom
Time: 1 class period
Objectives:
Student learns the rules
and processes involved in playing hopscotch.
Student
develops coordination hopping on one foot, and into a specific area.
Student
learns that the game has a particular order, like many things in life.
Teacher’s introduction to the activity:
Hopscotch is a sequential,
detail oriented game that involves problem solving, physical education, and
promotes positive social interaction. Tell
the students that hopscotch played many years ago in one room schoolhouses,
mostly with a circle in the dirt. According
to J.W. Crombie, Esq., it was a prominent game in England in the 1600s and
later, handed down from generation to generation. However, it is even older than that! In Ancient Britain during the Roman Empire
soldiers wore full armor while training on hopscotch courses over 100' long. They did it to improve their footwork, like
football players today. Children copied
what they saw and turned it into a game.
Hopscotch has been given many names, among them “Potsie”, “Halliwell”, Piko”, in France “Marelles”, in Germany “Templehupfen”,
the Netherlands “Hinklebaan”, “Ekaria
Dukaria” in India, “Pico” in
Vietnam, and last “Rayuela “ in
Argentina.
Instruction:
- A starting line is drawn 6 inches
behind square one.
- A dome shaped space known as the “resting
area" can be placed after square 10, where players turn around after
square 10.
- A player tosses a stone onto square
one. The player follows the grid hopping (1 foot on the single squares and 2
feet one on adjacent square) and must hop over the square holding their stone.
- The player then turns around,
repeats the same hopping pattern, pauses on the square just before the square
with the stone, picks up the stone and then hops on the remaining squares.
- This process is repeated again,
throwing the stone on the next highest numbered box, then hopping on the
squares in the same manner.
- The players turn ends; if the
stone does not land on the appropriate square, a player loses their balance and
place 2 feet on a single square, a line is hoped/stepped on, a wrong square is
hopped, a square is hopped that has a stone, both feet were placed in a square
or the stone was not picked up.
Variations:
1. Instead of numbers, use letters, shapes, or
colors.
2. Children often make up songs as they play; create
a song used while children jump.
3. Play as a team.
Crombie, J. W. (1886). History
of the Game of Hop-Scotch. Journal
of the Antropological Institute of
Great Britain and Ireland, vol. 15, 403-408.
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Jacks Material List: Jacks set (12)
Score sheet
Classroom
Time: 1 class period
The student will (learn about/learn to):
1. Learn
the rules of the historical games Jacks
2. Play Jacks, with correct game procedure
3. Learn the importance of practice in games
4. Keep track of the jacks picked up on a score
card or sheet & learn honesty.
Teacher’s introduction to
the activity: Jacks, was first played
with stones or bones, one version even called “knucklebones.” It inspired a song: “This Old Man”, and its
complexity and variations are unique to children’s games. Today you may play
“Trailer Jacks”, ”Aluminum Jacks”, “Electric Jacks”, Racing Jacks”, “Tongue Jacks”, “Swivel Jacks”, Automobile Jacks”, or even make up a new Jacks game.
Instruction:
1. Scatter the jacks
from the bag on a table, or in good weather, outside.
2. Toss the jacks up and catch as many as you
can to be first to play.
3. “Onesies”- Throw the ball up, pick up one jack,
and catch the ball before it lands.
4. If successful, proceed to pick up the next
“onesie.”
5. After you have successfully picked up all 10
jacks, one at a time, scatter the jacks again.
6. “Twosies”
– Toss up the ball, pick up 2 jacks, and catch the ball before it lands.
7. Continue sequentially picking up 3, 4, 5, 6,
7, 8, 9, & 10 jacks at a time before the ball lands.
8 The person who picked up the most jacks is
the winner.
Variations:
1. Bounce the ball 2 times before picking up
jacks.
2. No bounces, just throw the ball up, pick up
jacks, and catch the ball.
3. Throw the ball, make a circle in the air
around the ball before it bounces, & pick up a jack.
Jacks
Score Sheet
Name __________________ Name __________________
Number of Jacks picked up Number of Jacks picked up
Onesies ____________ Onesies ____________
Twosies ____________ Twosies ____________
Threesies ____________ Threesies ____________
Foursies ____________ Foursies ____________
Fivesies ____________ Fivesies ____________
Sixies ____________ Sixies ____________
Sevensies ____________ Sevensies ____________
Eightsies ____________ Eightsies ____________
Ninesies ____________ Ninesies ____________
Tensies ____________ Tensies ____________
Total ___________ Total ___________
Name __________________ Name __________________
Number of Jacks picked up Number of Jacks picked up
Onesies ____________ Onesies ____________
Twosies ____________ Twosies ____________
Threesies ____________ Threesies ____________
Foursies ____________ Foursies ____________
Fivesies ____________ Fivesies ____________
Sixies ____________ Sixies ____________
Sevensies ____________ Sevensies ____________
Eightsies ____________ Eightsies ____________
Ninesies ____________ Ninesies ____________
Tensies ____________ Tensies ____________
Total ___________ Total ___________
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KITE Materials : Thin paper 7˝x 7˝ (1 per student)
Straws (2 per student)
Color Markers (Not included)
Spool
of String (1)
Classroom
Time: 45 minutes
Objectives (The student will (learn about/learn to):
1. Individuality can be a very
productive and beautiful characteristic.
2. Describe the kind of wind that was best for
kite flying.
3. Flying is an activity that needs flight plans
to avoid deviation or destruction.
Teacher’s introduction to the activity:
For hundreds of years children have flown kites. Kites, thought to have originated in China, were
predecessors of air flight. Many factors
are important to flight: dray, lift, relative wind, balance, stability, weight
and Newton’s Law of action & reaction.
Did you know that in Korea the birth of a child is announced
with a kite? The Chinese even used them
in battle because they shrieked in the wind.
In Japan May 5th is a special day for flying kites called “Children’s’
Day”.
Instructions:
1. Decorate your kite in a way that lets people
know who you are.
2. Form a diamond shape by crossing 2 straws
behind the kite, to support it, a frame (see
kite diagram)
3. Attach a string at least 3 yards long to the
bottom corner
4. On a windy day, keeping away from power
lines, etc., fly your kite.
5. Keep a record of the kind of winds on the
days you flew, and how well it worked.
Variations:
Make your kite larger; is
it an improvement? Why?
Try another shape; does shape
effect airflow?
Try
different kinds of paper; in what way does texture, etc. effect airflow?
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White Whitsun Bird Material List: Stiff paper 8 x 53/4 inches (1 per student)
Hole puncher (1)
Crepe paper 5” x 4” (1per student)
Soft white paper 5” x 4” (1 per
student)
String
12” long (1 per student)
Bird Pattern (1)
Student Time: 1 classroom period
Objectives (The student will learn
about/learn to):
1. Create from materials at hand unique and
useful objects.
2.
Name the event Whitsuntide celebrated.
3.
Appreciate the timelessness of cultural celebrations by enjoying an
activity children did over a 100 years ago.
Teacher’s introduction to the activity: (See page 3)
Instruction: First cut out a bird pattern of stiff white paper. For the tail we glue on the crepe paper
lengths, and for wings we will fold the soft white paper like an
accordion. Then cut a slit ½ inch from
the middle of the bird, and slide the wings through. Our final step is to punch a hole directly
above the wings, put a string through this hole, and watch your dove fly in the
breeze.
Variation:
Make birds
with different colors, styles of wings, etc.
Whitsuntide
Children used to make White Whitsun Bird in association with
“Whitsuntide”, and English event, celebrating the descent of the Holy Spirit to
the Apostles after they had communed at supper.
It is celebrated beginning on Pentecost. Whitsuntide was celebrated in Germany before
the Reformation by lowering a large white wooden dove over the congregation
through a gap in the loft above. It was
followed by a bucket of water! Whoever
the water fell on was “Whitsun Bird” for the next year.
In
the 19th and 20th centuries Whitsun birds were made from
various materials; bread dough was said to be a good representation of
Whitsun.
In England various parishes had “Whitsunale”,
in the vicinity of a church, and played games, ate and drank ale. The White color is symbolic of the white
garments worn by baptismal candidates.
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