Spark Student Motivation: 101 Easy Activities for Cooperative Learning

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.

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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

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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.

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| 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

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| 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.

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