Spark Student Motivation 101 Easy Activities for Cooperative Learning Jolene L. Roehlkepartain
Spark Student Motivation: 101 Easy Activities for Cooperative Learning by Jolene L. Roehlkepartain The following are registered trademarks of Search Institute: Search Institute®, Developmental Assets®, and Healthy Communities • Healthy Youth®. Search Institute Press, Minneapolis, MN Copyright © 2012 by Search Institute All rights reserved. No parts of this publication may be reproduced in any manner, mechanical or electronic, without prior permission from the publisher except in brief quotations or summaries in articles or reviews, or as individual activity sheets for educational non-commercial use only. For additional permission, visit Search Institute’s website at www.search-institute.org/permissions and submit a Permissions Request Form.
Credits Editors: Rebecca Post and Catherine L. Broberg Book Design: Kinne Design Production Supervisor: Mary Ellen Buscher Library of Congress Cataloging-in-Publication Data Roehlkepartain, Jolene L. Spark student motivation : 101 easy activities for cooperative learning /by Jolene L. Roehlkepartain. p. cm. Includes index. ISBN-13: 978-1-57482-494-0 (pbk.) ISBN-10: 1-57482-494-5 (pbk.) 1. Education, Elementary—Activity programs. 2. Group work in education. 3. Motivation in education. I. Title. LB1592.R635 2012 372.13—dc23 2011041923
At the time of publication, all facts and figures cited herein are the most current available; all telephone numbers, addresses, and website URLs are accurate and active; all publications, organizations, websites, and other resources exist as described in this book; and all efforts have been made to verify them. The author and Search Institute make no warranty or guarantee concerning the information and materials given out by organizations or content found at websites that are cited herein, and we are not responsible for any changes that occur after this book’s publication. If you find an error or believe that a resource listed herein is not as described, please contact Client Services at Search Institute.
• Do
10 9 8 7 6 5 4 3 2 1
• Do
Printed on acid-free paper in the United States of America. Search Institute 615 First Avenue Northeast, Suite 125 Minneapolis, MN 55413 612-376-8955 • 877-240-7251, ext. 1 www.search-institute.org ISBN-13: 978-1-57482-494-0
Licensing and Copyright The educational activity sheets in Spark Student Motivation: 101 Easy Activities for Cooperative Learning may be copied as needed. For each copy, please respect the following guidelines: not remove, alter, or obscure the Search Institute credit and copyright information on any activity sheet.
• Clearly
differentiate any material you add for local distribution from material prepared by Search Institute.
• Do
not alter the Search Institute material in content or meaning. not resell the activity sheets for profit.
• Include
the following attribution when you use the information from the activity sheets or handouts in other formats for promotional or educational purposes: Reprinted with permission from Spark Student Motivation: 101 Easy Activities for Cooperative Learning (specify the title of the activity sheet you are quoting). Copyright © 2012 Search Institute®, Minneapolis, MN; 800-888-7828; www.search-institute.org. All rights reserved.
CONTENTS
Introduction: Working More Effectively
Chapter 3: Sharing Activities. . . . . . . . . . . . . . 45
with Groups of Kid. . . . . . . . . . . . . . . . . . . . . . . . . . . 1
26 Snowball Pile. . . . . . . . . . . . . . . . . . . . . . . . . . 46
Chapter 1: Greeting Activities. . . . . . . . . . . . . . 11 1 An Alphabet Hello. . . . . . . . . . . . . . . . . . . . . . 12 2 Hello Around the World. . . . . . . . . . . . . . . . . 13 3 Clap, Clap Greeting. . . . . . . . . . . . . . . . . . . . 14 4 Sing Your Name . . . . . . . . . . . . . . . . . . . . . . . . 15 5 Who Do We Appreciate? You! You! You! You! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
27 Mystery Person. . . . . . . . . . . . . . . . . . . . . . . . 47 28 Taking Sides. . . . . . . . . . . . . . . . . . . . . . . . . . . 49 29 Where in the World?. . . . . . . . . . . . . . . . . . . 50 30 My Favorite. . . . . . . . . . . . . . . . . . . . . . . . . . . 52 3 1 In One Breath . . . . . . . . . . . . . . . . . . . . . . . . . 53 32 Star of the Day . . . . . . . . . . . . . . . . . . . . . . . . 54 33 Me, Too!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
6 Greeting Toss . . . . . . . . . . . . . . . . . . . . . . . . . . 17
34 My Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
7 Quick, Quick, Greet! . . . . . . . . . . . . . . . . . . . 18
35 Speedy Share . . . . . . . . . . . . . . . . . . . . . . . . . 59
8 Frère Jacques Greeting. . . . . . . . . . . . . . . . . 19
36 Handout: You and Me: What’s in Common? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
9 Which Animal Are You?. . . . . . . . . . . . . . . . 20 10 Home Run Greeting. . . . . . . . . . . . . . . . . . . . . 21 1 1 Handout: How Do You Greet People?. . . . . 23 12 Handout: Forward and Backward Greeting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 13 Handout: My Favorite Book Greeting. . . . . 25
Chapter 2: Creating Rules and Routines Activities . . . . . . . . . . . . . . . . . . . . . . . 27
37 Handout: How Are We Feeling Today?. . . . 62 38 Handout: About You: From A to Z. . . . . . . . 63
Chapter 4: Community-Building Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 39 Chase or Chased . . . . . . . . . . . . . . . . . . . . . . 66 40 Creative Lineup. . . . . . . . . . . . . . . . . . . . . . . . 67 41 Pipeline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
14 Positive Rules . . . . . . . . . . . . . . . . . . . . . . . . . 28
42 Group Applause. . . . . . . . . . . . . . . . . . . . . . . 69
15 Types of Rules. . . . . . . . . . . . . . . . . . . . . . . . . 29
43 Lily Pad Hop . . . . . . . . . . . . . . . . . . . . . . . . . . 70
16 The Purpose of Rules. . . . . . . . . . . . . . . . . . . 30
44 Arm-in-Arm with Simon. . . . . . . . . . . . . . . . . 71
17 My Dream. . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
45 Group Alphabet . . . . . . . . . . . . . . . . . . . . . . . 72
18 Why People Break Rules. . . . . . . . . . . . . . . . 33
46 Group Rubber Band. . . . . . . . . . . . . . . . . . . . 74
19 Punishments versus Logical Consequences. . . . . . . . . . . . . . . . . . . . . . . . . 35
47 Picture Pass. . . . . . . . . . . . . . . . . . . . . . . . . . . 75
20 The Quiet Signal. . . . . . . . . . . . . . . . . . . . . . . 37
49 Handout: Reporter on the Scene. . . . . . . . . 78
48 Silent Knots. . . . . . . . . . . . . . . . . . . . . . . . . . . 76
2 1 Places for Rules . . . . . . . . . . . . . . . . . . . . . . . 38
50 Handout: People Around You. . . . . . . . . . . . 79
22 Worthwhile Rules. . . . . . . . . . . . . . . . . . . . . . 39
5 1 Handout: What Matters to Me; What Matters to You . . . . . . . . . . . . . . . . . . 80
23 Handout: Many Rules versus Few Rules. . . 41 24 Handout: Rules Here and at Home. . . . . . . 42 25 Handout: Role Models and Rules. . . . . . . . . 43
Chapter 5: Acting-Together Activities . . . . . 83
80 Your Family, Your Life. . . . . . . . . . . . . . . . . 120
52 Group Spin. . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
8 1 I Spy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
53 Table for All . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
82 Put a Lid on It. . . . . . . . . . . . . . . . . . . . . . . . 123
54 Double Up!. . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
83 Questions Board . . . . . . . . . . . . . . . . . . . . . 124
55 Group Song. . . . . . . . . . . . . . . . . . . . . . . . . . . 88
84 Around the Circle . . . . . . . . . . . . . . . . . . . . 126
56 Locked Out . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
85 Snowball Blizzard. . . . . . . . . . . . . . . . . . . . . 128
57 Draw Together . . . . . . . . . . . . . . . . . . . . . . . . 90
86 Handout: Guggenheim Earth Puzzle. . . . . 130
58 Ups and Downs . . . . . . . . . . . . . . . . . . . . . . . 91
87 Handout: Nature Puzzle . . . . . . . . . . . . . . . . 131
59 Moving Blob . . . . . . . . . . . . . . . . . . . . . . . . . . 92
88 Handout: Your Life . . . So Far . . . . . . . . . . 132
60 Everyone Belongs. . . . . . . . . . . . . . . . . . . . . . 93 6 1 Handout: You and Your Favorite Activity. . 95 62 Handout: How Does Our Group Rate?. . . . 96 63 Handout: Group Connections. . . . . . . . . . . . 98
Chapter 8: Helping Kids Find Their Sparks Activities. . . . . . . . . . . . . . . . . . . . . . . . 133 89 Spreading Smiles. . . . . . . . . . . . . . . . . . . . . 134 90 Building Rolls . . . . . . . . . . . . . . . . . . . . . . . . 135
Chapter 6: Working Independently Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
9 1 Teaching Others. . . . . . . . . . . . . . . . . . . . . . 136
64 Your View of Nature . . . . . . . . . . . . . . . . . . 100
93 What You Believe . . . . . . . . . . . . . . . . . . . . 138
65 On the Map. . . . . . . . . . . . . . . . . . . . . . . . . . . 101
94 Exploring Different Sparks. . . . . . . . . . . . . 140
66 Another Way . . . . . . . . . . . . . . . . . . . . . . . . 102
95 Scribble Creations. . . . . . . . . . . . . . . . . . . . . 141
67 Computer Game Exploration. . . . . . . . . . . 103
96 Career Spot. . . . . . . . . . . . . . . . . . . . . . . . . . 142
92 Business Start-Up . . . . . . . . . . . . . . . . . . . . 137
68 Book Cover Design. . . . . . . . . . . . . . . . . . . . 104
97 Sparks: Past and Present . . . . . . . . . . . . . . 144
69 People You Admire . . . . . . . . . . . . . . . . . . . 105
98 Adults with Spark . . . . . . . . . . . . . . . . . . . . 145
70 Advocacy List. . . . . . . . . . . . . . . . . . . . . . . . 106
99 Handout: Your Posters, Your Pictures. . . . 146
7 1 Ice-Cube Competition. . . . . . . . . . . . . . . . . 108
100 Handout: Discovering Your Sparks. . . . . . 147
72 Sponge Painting Creation. . . . . . . . . . . . . . 109
1 01 Handout: My Spark, My Goal . . . . . . . . . . 148
73 Handout: Your Top 10. . . . . . . . . . . . . . . . . . . 111 74 Handout: Your Favorite Places. . . . . . . . . . . 112
Sparks Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
75 Handout: Brick by Brick, Row by Row. . . . . 113
Topical Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Chapter 7: Breaking-Up-Boredom Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 76 One-Minute Cram. . . . . . . . . . . . . . . . . . . . . 116 77 Megafast Fire Drill. . . . . . . . . . . . . . . . . . . . . 117 78 Comic Strip Ending . . . . . . . . . . . . . . . . . . . . 118 79 Balloon Blastoff. . . . . . . . . . . . . . . . . . . . . . . . 119
Int r oduction
Working More Effectively Working More Effectively with of Kids withGroups Groups of Kids
Whenever I work with a group of fourth, fifth, or sixth graders, I always have high hopes before the group starts. I can envision the group working well together, individuals succeeding, and group members getting along. Then the group starts, and I discover a different reality. Many don’t want to be there. Their parents signed them up and made them go. Some are more interested in talking with their friends than doing anything else. Some think everything we do is boring. Yet whenever I take a different approach and ignite the sparks of young people, they get excited to participate. What are sparks? Sparks are interests, talents, and passions. A spark is something that gives each person (whether a child, a teen, or an adult) meaning and purpose in life. What kind of sparks do fourth to sixth graders have? Some love to play a musical instrument. Others can’t wait to get outside and kick around a soccer ball. Some get excited about role-playing video games. Others care deeply about animals and are always finding animals to help and care for. Search Institute researchers have identified more than 200 sparks. (View the list at www.ignitesparks.org/sparks_list.html.) As we help young people find their sparks (and the groups we work with identify their group spark), we can lead, coach, and teach more effective groups. By taking a spark approach to your group, you can help kids become more successful. You can connect kids with what they are passionate about, and you can unlock the outcomes you want.
Introduction
| 1
Critical Outcomes Which outcomes are most critical for a group? You want kids engaged in your program (class, club, or team). You want them excited to attend. You want them to get to know the other group members and build deeper relationships. You want the group—and each individual—to succeed. Yet, too often we focus solely on the outcomes we want—or the outcomes handed to us. Teachers have academic goals to reach. Coaches want to win games. Music teachers want their students to master an instrument. Club leaders want kids to work together to earn a scout badge or accomplish a service project or some other type of project. These outcomes are important, but it’s difficult to achieve these outcomes when we neglect the essential group process outcomes that can get us there. That’s what this book is about: accomplishing vital group process outcomes so that you can reach the other outcomes you want.
Engaging a Diversity of Young People In effective education, using differentiated instruction and doing activities that tap into the eight multiple intelligences, are some of the key ways to keep kids engaged and curious. The activities in this book also encompass these two learning theories. Howard Gardner, author of Multiple Intelligences: New Horizons in Theory and Practice, has identified eight different ways to present information so that all young people assimilate that information. Here are the eight multiple intelligences Gardner identified: • words (linguistic intelligence) • numbers or logic (logical-mathematical intelligence) • pictures (spatial intelligence) • music (musical intelligence) • self-reflection (intrapersonal intelligence) • physical experiences (bodily-kinesthetic intelligence) • social (interpersonal intelligence) • natural world experiences (naturalist intelligence)
2
| Spark Student Motivation
Search Institute has taken the more than 200 sparks it has identified and placed them into 29 major spark categories. If you examine these 29 major spark categories with the eight multiple intelligences, you discover that these 29 major spark categories fit into all eight multiple intelligences. See the chart, “Sparks and Multiple Intelligences” on page four. Carol Tomlinson’s groundbreaking work on differentiated instruction also fits well with the theory of multiple intelligence and with sparks. Her most recent book, Managing a Differentiated Classroom (New York: Scholastic Teaching Resources, 2011), focuses on making and managing groups, which is a key element to an effective classroom, athletic team, club, or any other type of group. One of the biggest challenges for group leaders and teachers is group or classroom management. More and more kids are acting out, and many have not developed the social skills to be effective group members. While decreasing disruptive behavior is a key goal, it’s also essential to promote positive social skills among all group members. Child Trends, a national nonprofit research center that focuses on improving the lives of children and families, recently reviewed 38 rigorously evaluated programs to identify what was effective in teaching young people positive social skills.1 Child Trend researchers found the following effective elements • doing peer-related activities • creating working pairs • developing peer teaching • employing multiple instruction strategies (in other words: multiple
intelligence) • using technology 2
These key elements are incorporated in the activities of this book.
1. Tawana Bandy and Kristin Moore, “What Works for Promoting and Enhancing Positive Social Skills,” Child Trends Fact Sheet, Publication #2011-07, March 2011. 2. Ibid.
Introduction
| 3
sparks and Multiple Intelligences Search Institute has identified 29 major spark categories. Here’s how they fit in with the eight multiple intelligences identified by Howard Gardner.
Words
numbers or logic
Pictures
Music
LINGUISTIC INTELLIGENCE
LOGICAL-MATHEMATICAL INTELLIGENCE
SPATIAL INTELLIGENCE
MUSICAL INTELLIGENCE
•
Journalism spark
•
Leadership spark
•
Learning spark
•
Computers spark
•
Reading spark
•
Engineering spark
•
Speech spark
•
•
Teaching and coaching spark
Entrepreneurship spark
•
Leadership spark
•
Writing spark
•
Learning spark
•
Teaching and coaching spark
•
Building and design spark
Creative arts spark
•
Leadership spark
•
Leadership spark
•
Learning spark
•
Learning spark
•
Music spark
•
Photography, film spark
•
Teaching and coaching spark
•
Teaching and coaching spark
•
Visual arts spark
self-reflection
Physical Experiences
social
INTRAPERSONAL INTELLIGENCE
BODILY–KINESTHETIC INTELLIGENCE
INTERPERSONAL INTELLIGENCE
•
Leadership spark
•
Learning spark
•
Dance, movement spark
Living in a specific way spark
•
Drama, theater spark
•
Learning spark
•
Spirituality spark
•
Leadership spark
•
Teaching and coaching spark
•
Sports, athletic spark
•
Teaching and coaching spark
•
Note: Some sparks appear in more than one intelligence area.
4
•
| Spark Student Motivation
natural World Experiences NATURALIST INTELLIGENCE
•
Advocacy spark
•
Advocacy spark
•
Comedy spark
•
Animals spark
•
Family spark
•
Leadership spark
•
Leadership spark
•
Learning spark
•
Learning spark
•
•
Relationships spark
Living in a specific way spark
•
Serving, helping, volunteering spark
•
Nature, ecology, environment spark
•
Solving social problems spark
•
Outdoor life spark
•
Serving, helping, volunteering spark
•
Solving social problems spark
•
Teaching and coaching spark
•
Speech spark
•
Teaching and coaching spark
CHAPTER 1
Greeting Activities
The way you greet kids when they come to your class or activity makes a big difference in setting the tone for your time together. When kids are noticed and feel that their presence matters, they’re more likely to engage in all your activities. When you plan a greeting activity for your group to do at the beginning of your time together, kids can get to know each other, learn each other’s names, and feel like your group is exactly where they belong. ii
Greeting Activities
| 11
An Alphabet Hello
1
Focus
Kids greet each other by learning each other’s names in alphabetical order. Sparks Tie-In
• Learning • Dance/movement You Will Need
• Nothing Activity Have young people mingle and create a line where they are in
alphabetical order by first name. This may take a while if young people don’t know each other. Eventually, they should arrange themselves in alphabetical order, such as Anjali, Brian, Craig, DeAnne, Emily, Franco, and so on. Once young people are in alphabetical order, form a circle from the line so that everyone is still in alphabetical order. Now the person whose name is at the end of the alphabet will be next to the person whose name is at the beginning of the alphabet; for instance, Zach will be next to Anjali. Have young people go around in a circle and introduce themselves. Start with the person at the beginning of the alphabet. For example, Anjali says, “Hi Brian. I am Anjali.” Brian then turns to the person next to him and says, “Hi Craig. I am Brian.” Continue around the circle. If someone doesn’t know the name of the person next to him or her, have that person just ask and then do the greeting. Once you finish, go around the circle in the opposite direction. This allows young people to greet the person on the other side of them. Discussion Questions
• • • •
What was it like to try to create a line in alphabetical order by first name? How do you feel when someone calls you by name? Why? Why does it matter how we greet each other? How else can we get to know other people’s names?
Bonus Idea Do the activity according to last name.
12
| Spark Student Motivation
2
Hello Around the World Focus
Kids greet each other by saying hello in different languages. Sparks Tie-In
• Learning • Relationships You Will Need
• Nothing Activity Have young people sit in a circle. Teach them how to say hello
in another language. Some examples include Arabic: “Al Salaam a’alaykum” (pronounced Ahl sah-lahm ah ah-lay-koom), French: “Bonjour” (pronounced Bonn-joor), German: “Guten Tag” (pronounced Goo-ten tahk), Hebrew: “Shalom” (pronounced Shaw-loam), Hindi: “Namaste” (Nah-mah-stay), Japanese: “Konnichiwa” (pronounced Kon-knee-chee-wah), Mandarin: “Ni Hao” (pronounced Knee how), Russian: “Zdraustvuite” (pronounced Zzdrastvoight-yah), Spanish: “Hola” (pronounced Oh-la), and Swahili: “Jambo” (pronounced Jam-bow). Once young people know the greeting, such as the Swahili “Jambo” pronunciation, point to one person in the circle and have the group say “Jambo Julio” (if the person’s name is Julio). Continue around the circle until the group has personally said hello to each person using the non-English greeting and the young person’s name. Discussion Questions
• • • •
What was it like to learn how to say hello in another language? How do you feel when we greet you in another language? Why? Why does it matter to learn about other languages? How else can we greet each other?
Bonus Idea Ask if anyone in your group knows how to say hello in another language. Have that child teach your group. (This is a great way to affirm a child’s cultural heritage.)
Greeting Activities
| 13
Clap, Clap Greeting
3
Focus
Young people greet each other in rhythm. Sparks Tie-In
• Music • Dance/movement You Will Need
• Nothing Activity Have young people sit in a circle with you. (They can sit either in
chairs or on the floor.) Teach them this rhythm in a steady beat that isn’t too fast: with both hands pat your legs twice followed by two claps. Have kids continue to repeat this rhythm. Once young people know the rhythm, explain that you’re going to start this greeting. Everyone will do the rhythm one time. Then on the second time, you will name the person sitting on your left during the first clap and the name of the next person on your left during the second clap. (Demonstrate how this works.) Once they understand, explain that you’ll go around the circle clockwise. Each person who is “it” will say the name of the person sitting on his or her left during the first clap and the name of the second person from his or her left during the second clap. Only the person who is “it” will speak, but everyone else will continue the rhythm. Go around the entire circle until everyone has had a turn. Discussion Questions
• • • •
What was it like to keep a steady rhythm? How did you feel when it was your turn to speak? Why greet each other in rhythm when we could just say hello? What other rhythms could we use to greet each other?
Bonus Idea Speed up the rhythm and see how fast young people can do this without making a mistake. Or consider going around the circle counterclockwise after you’ve completed the circle clockwise.
14
| Spark Student Motivation
4
Sing Your Name Focus
Kids greet each other by singing their name in an unusual way. Sparks Tie-In
• Comedy • Music You Will Need
• Nothing Activity Have young people sit in a circle with you. (They can sit either in
chairs or on the floor.) Explain that the group members are going to take turns singing their name in whatever way they wish. They can sing it in a funny way, in a soft way, in a loud way, in a crazy way. Give time for young people to think of how they will sing, “I am Kira” (or whatever their first name is). Ask for a volunteer to start the singing greeting. Then go around the circle clockwise. Continue until everyone has had a turn. Discussion Questions
• • • •
What was it like to think up an unusual way to sing your name? How did you feel when it was your turn to sing? Why greet each other in funny or unusual ways? How else could we greet each other musically?
Bonus Idea Consider having the group sing, “We’re glad you’re here, Kira” (or whatever the child’s name is who just sang) in the same musical or comical manner that the young person sang his or her greeting.
Greeting Activities
| 15
TOPICAL INDEX
Acting-together activities, 7, 83–98
Country, 49, 50, 53, 58, 79,101, 126
Advocacy, 4, 38, 49, 106, 130, 138
Creative activities, 4, 24, 75, 81, 88, 90, 93, 102, 104, 108, 109, 118, 123, 141, 146
Alphabet, 12, 72 Animals, 4, 20, 61, 80, 100, 140 Art, 4, 75, 81, 90, 93, 100, 102, 104, 109, 118, 126, 134, 140, 141 Athletics, 4, 16, 17, 21, 66, 67, 70, 71, 74, 86, 89, 92, 117, 122 Balloons, 119 Baseball, 21, 22 Beliefs, 138 Bodily-kinesthetic intelligence, 2, 4 Books, 25, 61, 79, 81, 104 Boredom, 7, 115–132 Breaking rules, 3, 5, 6, 7 Building, 4, 108, 119, 123, 135, 140 Careers, 78, 142 Cheer, 16 Cliques, 6 Coaching, 4, 84, 136, 140, 141, 144, 145 Color A Smile, 134, 135 Comedy, 4, 15, 37, 53, 59, 80, 81, 118 Comic strips, 118 Common, 61, 80
Dance, 4, 12, 14, 17, 18, 19, 21, 66, 67, 69, 70, 71, 72, 74, 76, 86, 89, 92, 117, 126, 128 Design, 4, 108, 119, 123, 135, 140 Differentiated learning, 2, 3 Drama, 4, 16, 20, 37, 140 Dreams, 32, 33 Ecology, 4, 38, 100, 101, 108, 113, 122, 131 Emotions (see Feelings) Engineering, 4, 68, 72, 76, 84, 108, 119, 135 Entrepreneurship, 4, 95, 102, 135, 137 Environment, 4, 38, 100, 101, 108, 113, 122, 131 Evaluation, 106 Exhalation, 53, 54 Family, 4, 42, 53, 57, 78, 79, 81, 105, 120, 126, 132
Community, 65–81, 83–98
Favorites, 25, 52, 53, 56, 61, 86, 95, 105, 111, 112
Community building, 7, 65–81, 83–98
Feelings, 19, 41, 62, 123
Computers, 4, 50, 81, 103, 142
Food, 59, 61, 85
Consequences, 35
Topical Index
| 151
TOPICAL INDEX
contin u e d
Goals, 32, 33, 76
Maps, 101
Greeting activities, 7, 11–25
Movement, 4, 12, 14, 17, 18, 19, 21, 66, 67, 69, 70, 71, 72, 74, 76, 86, 89, 92, 117, 122, 126, 128
Guggenheim, 130 Handouts, 23, 24, 25, 41, 42, 43, 61, 62, 63, 78, 79, 80, 95, 96, 98, 111, 112, 113, 130, 131, 132, 146, 147, 148
Multiple intelligences, 2, 3, 4
Helping, 4, 80, 106, 113, 130, 134, 140
Musical intelligence, 2, 4
Music, 4, 14, 15, 19, 61, 70, 79, 81, 86, 88, 140
Home, 42, 78, 120, 126
Internet, 50, 81, 103, 142
Name activities, 12, 14, 15, 16, 17, 18, 19, 20, 21, 23, 24, 25, 45, 46, 54, 69, 72, 79, 93, 95, 98
Interpersonal intelligence, 2, 4
Naturalist intelligence, 2, 4
Intrapersonal intelligence, 2, 4
Nature, 4, 38, 100, 101, 108, 113, 122, 131
Ice cubes, 108
Journalism, 4, 25, 50, 62, 78, 79, 142 Outcomes, 2 Knots, 76
Outdoors, 4, 66, 100, 117, 122, 131
Languages, 13, 49, 57, 79
Pets, 61, 78, 79, 81, 120, 126
Leadership, 4, 43, 67, 68, 72, 105, 136, 137, 145
Photography, 4, 32, 140, 146
Learning, 4, 12, 13, 25, 29, 35, 46, 47, 49, 50, 52, 53, 54, 56, 57, 59, 62, 63, 68, 69, 71, 72, 85, 91, 96, 101, 103, 108, 116, 124, 136, 137, 145
Puzzle, 98, 113, 130, 131
Punishments, 27–43
Questions, 124, 126
Linguistic intelligence, 2, 4
Reading, 4, 25, 41, 79, 81, 101, 104, 140
Living in specific way, 4, 23, 28, 30, 39 63, 112
Relationships, 4, 13, 18, 23, 24, 43, 45, 46, 47, 49, 52, 53, 54, 56, 57, 59, 61, 62, 75, 78, 79, 80, 84, 85, 86, 88, 89, 90, 91, 92, 93, 96, 98, 105, 120, 124, 126, 128, 132, 144
Logical consequences, 35 Logical-mathematical intelligence, 2, 4
152
| Spark Student Motivation
Reporter, 25, 78, 80
TOPICAL INDEX
contin u e d
Role models, 43, 78, 105, 145
Theater, 4, 16, 20, 37, 140
Routines, 7, 27–43
Toilet paper rolls, 68, 135
Rules, 27–43
Travel, 50, 59, 120
Search Institute, 1, 3, 139
Visual arts, 4, 75, 81, 90, 93, 100, 102, 104, 109, 118, 123, 134, 140, 141, 146,
Self-reflection, 23, 25, 41, 42, 43, 61, 63, 80, 95, 111, 112, 123, 132, 146, 147, 148 Serving, 4, 80, 106, 113, 130, 134 Sharing activities, 7, 45–63 Signal, 37 Simon says, 71 Singing, 15, 19, 88
Volunteering, 4, 80, 106, 113, 130, 134, 140 Working independently, 7, 99–113 Writing, 4, 32, 61, 63, 78, 79, 100, 104, 118, 140
Social problems, 4, 28, 29, 30, 33, 35, 38, 39, 41, 42, 91, 96, 106, 113, 130, 134, 135 Sparks, 1, 3, 4, 5, 6, 7, 111, 133–148, 149 Spatial intelligence, 2, 4 Speech, 4, 33, 50, 52, 53, 54, 56, 116, 137, 142 Spirituality, 4, 79, 112, 138, 140 Sports, 4, 16, 17, 21, 61, 66, 67, 70, 71, 74, 79, 81, 86, 89, 92, 117, 122 Star, 54 Tag, 66 Teaching, 4, 84, 136, 140, 141, 144, 145 Teamwork (see Acting-Together Activities or Community Building)
Answer Key to Puzzle on page 131.
L
E
N
I
A
R
T
R
E
E
P
G
S
D
U
O
L
C
S
E
H
R
A
Y
A
E
S
K
N
K
R
S
U
N
T
S
G
O
B
S
H
P
S
U
F
A
E
L
Topical Index
| 153