Lesson Ideas and Activities
The lesson ideas and activities that we have collected so far are arranged by dominant subject area. Many of them, however, are inter-disciplinary lessons that would be useable in more than one content area. For example, a lesson on autobiographical writing can be integrated into both the language arts and the social studies classroom. A teacher aware of multiple intelligences and learning styles will see many ways to integrate these activities across the disciplines.
If you have ideas you wish to contribute, please send them to us. There is no set format for this section, but please give the name of the lesson, the dominant subject area, and your name so that we can post the idea by category. If you wish to have it listed in more than one category, please indicate appropriate categories.
Language Arts
Understanding word order in clausesSubmitted by Michelle Waters, Forsyth Middle School
Word Bank | purty | willy-waw | whanged |
| swaller | biled | outen |
| follered | a-hind | commenced |
| squarsh | twic't | tush |
| vittles | turn-about | feller |
| hollerin' | disappeart | a-hubbing hit |
| rinds and crusts | youngest'un | a-fore |
Prior to class, write the words above on the board. Ask student to create sentences using the all the words at least once. They may add capital letters to nouns and pronouns and add articles and conjunctions if necessary to "fill out" the sentence. Capitalization and punctuation must be used in standard form. Most students will be able to place the words in an acceptable word order even though they may not understand the words' meanings. Understanding the order, or clause patterns, of standard English will help students derive meaning from text written in dialect. Have students identify the speech parts and explain why they ordered their words as they did.
Example:
Willy-waw, the youngest'un tush, follered a-hind a feller hollerin' a squarsh and rinds and crusts. Purty Vittles disappeart outen and commenced a-hubbing hit a-fore Willy-waw biled twic't. Willy-waw whanged, "Turn-about and swaller, Purty Vittles!"
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Understanding native dialect
"Jack and Old Tush"
Word Bank | purty | willy-waw | whanged |
| swaller | biled | outen |
| follered | a-hind | commenced |
| squarsh | twic't | tush |
| vittles | turn-about | feller |
| hollerin' | disappeart | a-hubbing hit |
| rinds and crusts | youngest'un | a-fore |
Use the words in the bank to supply the missing words in the reading below. You will not use every word in the bank, and those you do use will only be used once. Long ago, down on the hills and ridges, near the little town of Omaha, there lived three brothers. Now the oldest'un, his name was Will, the middle'un was named Tom, and the _____________ was Jack. But, having no womenfolks in the house, they taken ______-_______ fixing the supper. One night hit was Will's turn to fix the dinner, and he'd done ________ good, ____________ some beans'n ham, fried him up some tators. He stepped out on the porch when the ____________ was ready and picked up the iron rod and ________ on the dinner-bell a few times. ___________ from __-________the house jumped this funny-lookin' _____________; great big, lanky thing. Only had one long _________ right smack in the middle of his mouth! Had a bucket in his hand. He jumped out and come ___-___________ ___ to the door, ___________, "Supper's ready! Supper's ready! Going to git cold!" He run up the stoop, run past Will faster'n a skip rock, grabbed up all the supper, flung hit in the bucket, and run out the door. He ______________ down the path __-________ Will could blink ______________. By the time Tom and Jack got to the house, they was nothin' to eat. Will explained hit all, but they found hit hard to ______________. They got by on ______ _____ ________ that night.
KEY
Long ago, down on the hills and ridges, near the little town of Omaha, there lived three brothers. Now the oldest'un, his name was Will, the middle'un was named Tom, and the youngest'un was Jack. But, having no womenfolks in the house, they taken turn-about fixing the supper. One night hit was Will's turn to fix the dinner, and he'd done purty good, biled some beans'n ham, fried him up some tators. He stepped out on the porch when the vittles was ready and picked up the iron rod and whanged on the dinner-bell a few times. Outen from a-hind the house jumped this funny-lookin' feller; great big, lanky thing. Only had one long tush right smack in the middle of his mouth! Had a bucket in his hand. He jumped out and come a-hubbing hit to the door, hollerin', "Supper's ready! Supper's ready! Going to git cold!" He run up the stoop, run past Will faster'n a skip rock, grabbed up all the supper, flung hit in the bucket, and run out the door. He disappeart down the path a-fore Will could blink twic't. By the time Tom and Jack got to the house, they was nothin' to eat. Will explained hit all, but they found hit hard to swaller. They got by on rinds and crusts that night.
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"Cloverine Salve": Parts of SpeechSubmitted by Michelle Waters, Forsyth Middle School
remedies
nostrums
salve
turpentine
sundered
slathered
bobbled
haste
Discuss word meanings and parts of speech. Ask students to classify each word according to parts of speech and write a definition. Read the story, Cloverine Salve, from Fern Angus' Ozark Superstitions and ask students to confirm their answers. After the reading, have them identify the moment they realized the story was an exaggeration. Use the events and ideas expressed in the story as a prompt for writing a limerick, rated G. You might want to use the following as an example.
Salve-ation of Tige
by Michelle Waters
There's turpentine oil in a tin.
It is a highly potent medicine.
Old Tige he was halved,
And then he was salved
With a remedy known as Cloverine.
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"Mary Elizabeth" ReadingsSubmitted by Michelle Waters, Forsyth Middle School
A. Identify Mary Elizabeth Mahnkey and her accomplishments. Read some of her poetry. Read and discuss the Indian story. Demonstrate a childhood poem. Write one together about Mary Elizabeth. Have the students each write a childhood poem about their childhood.
Childhood is by Michelle WatersChildhood ispermission to play in Grandma's cupboardfish bubbles forming targets for wormed hooksa birthday party for my dog and her neighborsa marriage proposal in Mrs. Simmons' classChildhood issidewalk skating swimming pool tea-parties carnival rides ringlets in my hairpet ducks at my feet learning to skiChildhood isfun timesfamilyfriendsfreedom Childhood isonly a memory.
B. List characteristics of the landscape as recorded by Mary Elizabeth Mahnkey in her writings. Transform the list into a poem. Provide copies of regional magazines. Ask students to find pictures that illustrate the geography of their list poem.
C. Before reading The Shepherd of the Hills, a novel written by Harold Bell Wright, discuss the differences between the hillbilly stereotype and the general characteristics of the hillfolk living in the Ozarks between 1880-1910. As the students read, they should be able to identify characteristics applicable to each character in the novel. I sometimes have the students write character sketches. At other times, I have them write a variety of poems using themes identified from the novel.
Return to top of page Integrating Local History into an Existing CurriculumReading and Writing Workshop Activitiessubmitted by Michelle Waters, Forsyth Middle School
The following activities might be used as a lead-in to a 1-3 week reading and writing unit using Ozark literature as a basis for written response.
Background Information
Storytelling is an integral part of the hillbilly culture. Many of the oldest stories traveled to the Ozark hills from Great Britain through Virginia, Tennessee, and Kentucky. Traditionally, it was the menfolk who told the tall tales while the women passed on wives' tales and superstitions. There was a certain hierarchy to the telling of stories among the men. Those who were under the age of thirty told hunting stories, outlaw stories, and jokes: men aged 30 to 50 were the tellers of lies and stories of other men's foolishness, and the elder members of the male community passed on childhood stories, legends, and the folk tales of their heritage.
Hillbilly stories were often humorous. Their humor could be classified as humor of character, "gulling", and humor of understatement. The stories themselves fall within the following categories: Jack tales, tall tales, lies, frightful tales, true tales, jokes, and "Come-Here's" tales. My students have always enjoyed the "whoppers" of the native Ozarkers.
Activity #1 Students will understand the language level and texture of a Jack tale, or other forms of folklore, and will comprehend the meaning of a story written in unfamiliar dialect.
Skills: sentence construction, context clues, audience and word choice, Jack tale
Suggested Resources for this Activity:
Angus, Fern. Ozark Superstitions. Cassville, MO: Litho Printers, 1993.
Young, Richard and Judy Dockery. Ozarks Tall Tales. Little Rock, AR: August House, 1989.
Activity #2 Students will recognize exaggeration as an element of a tall tale and will write a limerick in response to that tale.
Skills: vocabulary, tall tale, limerick form
Suggested Resources for this Activity:
Angus, Fern. Ozark Superstitions. Cassville, MO: Litho Printers, 1993.
Young, Richard and Judy Dockery. Ozarks Tall Tales. Little Rock, AR: August House, 1989.
Activity #3 Students will examine several literary forms in order to identify characteristics of Ozark geography and culture and will communicate that understanding creatively in writing.
Skills: folklore, biography, poetry, magazine articles, novel
Massey, Ellen Gray. A Candle Within Her Soul: Mary Elizabeth Mahnkey and Her Ozarks. Lebanon, MO: Bittersweet, Inc., 1996.
Ozarks Mountaineer Magazine, Ozarks Watch Magazine, White River Valley Historical Society Quarterly
Wright, Harold Bell. The Shepherd of the Hills. Branson, MO: Shepherd of the Hills Historical Society, Inc., 1987.
Return to top of page The Shepherd of the HillsA Reading Activity for teaching local historySubmitted by Tammy Roberts, Hollister High School
To better help the students to understand the culture of the natives of the Ozarks, have them read the book The Shepherd of the Hills by Harold Bell Wright. The book should be assigned in chapters, with much of it being read aloud so the teacher can explain the dialect of the native hill people. Quizzes can be given over the chapters, as well as a test at the end of the book. This activity will encourage students to improve their reading and vocabulary skills.
WHAT TO DO:
1. Distribute copies of the book The Shepherd of the Hills to each of the students.
2. Tell the students about the book - explain the dialect that is used and give a background on the writing of the book and the actual characters the book was written about.
3. Assign 3-5 chapters a day, reading as much of this aloud in class as convenient.
4. After you are finished reading the book, you may wish to visit The Shepherd of the Hills homestead in Branson, Missouri. While there, the students can watch the live performance of the book. If you are unable to attend this performance, it is available on video cassette. It is good to have the students compare and contrast the play and the book.
5. You may also show the film The Shepherd of the Hills starring John Wayne, which is completely different from the book and the play. Discuss the reasons for this with the students.
6. An activity that you may wish to do with the study of this book is teaching the students to square dance, as it plays a big part in the play. There are several people in the area who teach square dancing, and they are always happy to come to the school to teach the students. Some of these people may request a small fee to cover their costs. If you choose to do this activity before taking the students to see the play, have them square dance with the performers at intermission.
Return to top of page Have you ever seen a Ghost?An activity for teaching folklore in a local history classSubmitted by Tammy Roberts, Hollister High School
In this activity students will collect folktales and ghost stories from their families to share with the class. This activity encourages students to talk with their parents, grandparents, aunts, uncles, and other family members while improving their writing skills.
WHAT TO DO:
1. Explain the role that folktales have played in the Ozarks.
2. Have each student submit at least one folktale/ghost story from their family.
3. Have the students type the stories.
4. Bind the stories into book form and make enough copies for all students in class.
5. Place one copy of the book in the Ozarks history section of the school library.
6. Read the stories aloud to the class.
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History / Social Studies
Ozarks BingoAn activity for teaching local historySubmitted by Tammy Roberts, Hollister High School
In this activity you will create an Ozarks history Bingo game. You may wish to title the game OZARK instead of BINGO. This is a fun way to review key terms and people with students. The terms can be changed to fit your specific area of study. This is also a great way to include a study of current happenings of the area into your curriculum. This activity should be a fun way for students to learn about the Ozarks.
WHAT YOU NEED:
1. Premade BINGO/OZARK cards. Leave the spaces blank.
2. Tiny pieces of paper or something similar to use to cover answers.
3. List of terms on the board for students to copy. You should have more definitions than spaces on the card so the students have more choices.
4. List of definitions for the teacher to read to students.
WHAT TO DO:
1. Pass out blank BINGO/OZARK card to each student.
2. Have student write one term from the board in each blank on the card. The student can arrange the terms in any order they choose. In this way, no two cards should be alike.
3. When the cards are filled out, the teacher will read definitions at random. For example: The student has the term Frank/Tubal Taylor on their card. When the teacher reads the definition: "These were the first two men to be hung by the Baldknobbers," the student would cover that space on his/her card.
4. The first student to get BINGO/OZARK wins.
Possible Definitions to use with BINGO/OZARK Game:
To receive an "A" on this project, the following 4 conditions must be satisfactorily met:
1. You are to prepare a list of ten or more questions before you interview your people. Those questions and the answers they receive are to be submitted in writing to at the time of your oral presentation; however, you may use other notecards during your presentation. Oral presentations will be video-taped for future use.
2. You must report the results of your research in an oral presentation that must be between 5-10 minutes in length and follow the assigned format, including an introduction, details, and conclusion. Your presentation must include reference to the guiding questions in some way.
3. You must submit the name, mailing address, and / or phone number of each interviewee. We need this information to obtain permission to publish and to confirm the accuracy of your presentation.
4. Photographs or video-tape of at least one of the interviews. Documenting these conversations is extremely important in recording oral histories.
Each condition not met for this assignment will automatically result in one letter grade lower. ( Example: 4 conditions met satisfactorily = A; 3 conditions met satisfactorily = B; 2 conditions met satisfactorily = C; 1 conditions met satisfactorily = D; 0 conditions met satisfactorily = F)
Return to top of page Through a Child's EyeA writing activity for teaching local historysubmitted by Tammy Roberts, Hollister High School
In this activity the students will write a children's story about the Ozarks. The students will write the story and illustrate the book. The story will be bound in book form by the teacher. This activity will enhance the students' writing skills and communication skills.
WHAT TO DO:
1. Explain to the students that you want them to write a short children's story set in the Ozarks.
2. Give the students creative license to create this story.
3. Once the story is written, have them illustrate the story, using their own art skills or the computer. This should be done in storybook form.
4. When the books are completed, they need to be bound in book form.
5. Once the books are completed, make arrangements with the local elementary school for your students to come into their classrooms to read their stories to the students. In this way, the elementary students also learn about Ozarks history.
Return to top of page Local History: The OsageSubmitted by Michelle Waters, Forsyth Middle School
During our study of local history and cultures, students are asked to complete a number of projects that demonstrate their understanding of our reading handouts, videos, class discussions. This particular assignment follows our study of the Osage people who were the original native Ozarkians, but it could be adapted to any of the cultures.
Project Assignment
Individuals:
Select two of the projects / activities from the list below to complete on your own and present to your classmates.
Partners:
Select three of the projects / activities from the list below to complete together and present to your classmates.
1. Create a children's storybook about the Osage myths.
2. Create a portfolio of original drawings with captions depicting some aspect of the Osage culture.
3. Design a bulletin board display showing the social status of Osage society.
4. Create a model of an Osage hunting camp.
5. Make a collage of words and pictures depicting the work of Osage women and men.
6. Create a dictionary of Osage words and terms relevant to their culture.
7. Write a research paper with a bibliography about Maria Tall Chief.
8. Design a mini-museum of Osage artifacts.
9. Make a board game about the Osage trading activities.
10. Compose a poem or song about life in the Osage society.
11. Role-play a talk show interview with an Osage leader.
12. Draw a map and label significant camps of the Osage territories in the past.
13. Design a coloring book or paper dolls showing the fashion of the Osage.
14. Write a script about the Osage Treaty of 1808.
Work must show creative thinking, an acceptable interpretation of the information reviewed in class readings, videos, and discussions.
Your work must clearly demonstrate that satisfactory time and effort was given toward the completion of the project.
You are to submit a written statement describing the process you used to complete the assignment and why you are or why you are not pleased with the result.
All work must be presented on the due date to be eligible for full credit.
Your class presentation will be evaluated by your peers as to the effectiveness in communication.
Return to top of page Local History: Cultures of Taney CountySubmitted by Michelle Waters, Forsyth Middle School
This is the resource I use in teaching the students about the hillbilly lifestyle. I make copies of the introductory information for the reading assignment. Usually, I begin the three day lesson with terms and ideas that may be new to the students, such as: blackberry winter, gulfs, balds, gullywashers, pens and dog trots, mumblety-peg and cyphering matches, subscription schools and granny women. I give the students a list of such terms, about 30 - 40, from the reading, which they transfer to small squares cut from notebook paper. They write the term on one side of the square and the meaning on the back. These small flashcards are referred to often during the lessons. They can then be used to play terms bingo as a review for quizzes.
More important to the students' understanding of the hill folk who first settled Taney County is the general characteristics of those fine people. I tell the students that there are about 15 characteristics that they should look for as they read. Later in the course, when we read The Shepherd of the Hills novel, we try to find examples of each of those characteristics in Harold Bell Wright's characters. Please keep in mind that these are general descriptions of these early 19th-century Anglo pioneers. There are other characteristics, and they will not all apply to all the population.
1. Scotch-Irish or English ancestry
2. Linguistic remnants of Elizabethan English
3. Religious minded, not necessarily church goers
4. Superstitious
5. Family-oriented; clannish
6. Independent, unwilling to accept "charity"
7. Resourceful, relatively poor in material possessions
8. Innovative
9. Honest, shrewd in business
10. Hard-working, primarily subsistence farmers
11. Intelligent, not formally schooled
12. Humorous, witty
13. Musically gifted
14. Friendly, yet reserved toward strangers
15. Patriotic, yet resistant to government interference
Source:
Godsey, Townsend. Ozarks Mountain Folk: These Were the Last. Branson, MO: Land Press, Inc.,1977.
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Where is your family from?An activity for researching family history Submitted by Tammy Roberts, Hollister High School
In this activity students will begin to research their family roots. Many of the students have family members who have already started this time consuming project and that would be the first person for them to talk to. This activity will enhance the students' research skills.
WHAT TO DO:
1. Distribute to the students different examples of family history "trees"
2. Have the students fill out what information they already know (parents, grandparents, etc.)
3. Tell the students to talk to family members for the information they need.
4. It is important to include any stories they can from their families.
5. Give the student some time to use the internet as there are several genealogy sites, including the new site for the Church of Latter Day Saints Genealogy Research Center.
6. This will be an ongoing project for the students. It is important to understand that some students will be able to gather a lot of information about their families while other students will be fortunate to find the names of their great-grandparents.
Return to top of page What's Happening in Your Neck of the Woods?A Geography Activity for teaching local historySubmitted by Tammy Roberts, Hollister High School
Many students believe that the area in which they live holds very little interest. One way to possibly change this perspective is to study the history of your area. This activity will encourage students to explore the events surrounding their own community as well as developing map-reading skills and research skills.
WHAT YOU NEED:
1. A map of where you live
2. A compass
3. A pencil
WHAT TO DO:
1. Explain to students that you would like for them to discover the historical events that have taken place where they live.
2. Have the students take the map and, with the compass, draw a circle around the town in which you live that represents 50 miles.
3. Have the students research historical events or other interesting things that have occurred within the circle they have drawn.
4. After the students complete their research, have them report their findings to the class. This should open the door for many class discussions as the students discover the history of their area.
Return to top of page Local History PortfolioA Research Activity for teaching local historySubmitted by Tammy Roberts, Hollister High School
To further the knowledge of local history within the curriculum, students can gather information to create a portfolio of their area, which will include their own special interests about their community. This activity will encourage students to develop research skills as well as writing and organization skills. This activity can be used as a semester project.
WHAT TO DO:
1. Explain to students that you would like for them to create a portfolio of information about their community.
2. Give the students a list of items you would like for them to include in their portfolios. Possible suggestions for students to include in their portfolios are:
- brief history of your community
- essay on a specific historical event
- essay on a current event
- essay on wildlife
- essay on book about the area
- essay on a famous person in local history
- essay on local Indian tribes
- interview with a native citizen
- interview with a local elected official
- pictures of like in your community
- folktales from your community
- interviews with family members
- genealogy - family history research
3. Have students choose at least 10 items to include in their portfolio and organize them with a cover page and a table of contents.
4. Have students share their portfolios with the class.
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Home Economics
What's Cooking?An activity for teaching local history in the home economics classSubmitted by Tammy Roberts, Hollister High School
In this activity students will collect recipes that are native to the area. These should include family recipes that have been handed down through the generations, recipes the pioneers brought with them when they settled in the area, and any other recipes that are considered to be part of the culture of the area. This activity encourages the students to improve their research skills as well as hands-on cooking experience.
WHAT TO DO:
1. Assign each student in the class to find at least one native Ozark recipe of their choosing.
2. Have each student prepare the recipe they chose and have an Ozarks Food Sampling Day.
3. Compile all of the recipes and make copies for all students in the class.
Lost Ozarks CraftsActivities for teaching native crafts of the OzarksSubmitted by Tammy Roberts, Hollister High School
In these activities, students will develop an understanding of the crafts that were necessary to the life of the early pioneers of the Ozarks. This will not only give the students hands-on experience of making these items, but will enhance their understanding of how difficult life was for the old timers, such as Ella Dunn, compared to the "disposable" world we live in today.
Activity #1: Making Butter
Materials:
1 pint of heavy cream spoon
large glass jar with a lid running water
cup plastic knife
strainer salt
Directions:
1. Pour the pint of cream into the jar and screw the lid on tightly.
2. Shake the jar until you see bits of butter. This should take at least 15 minutes.
3. Refrigerate the jar for one hour.
4. Pour the contents of the jar into a strainer. Be sure to hold the strainer over the sink.
5. Rinse the butter with cold, clean water until it becomes firm. Spoon the butter into a cup, adding salt if you choose.
6. Enjoy the homemade butter. You may wish to spread the butter on fresh bread or crackers for everyone to sample.
Activity #2: Candle Making
Materials:
Candlewick large coffee can
dowel rod large sauce pan
paraffin water
Directions:
1. Fill the saucepan with 2 to 3 inches of water.
2. Turn the heat on low.
3. Put the paraffin in the coffee can and place the can in the saucepan. Melt the paraffin slowly until it reaches a depth of 4 inches. Warning: If the paraffin gets too hot, it could catch on fire.
4. Once the paraffin is melted to a liquid wax, lower an 8 inch length of wick into the wax until the end reaches the bottom of the can.
5. Pull up the wick slowly so that the candle is completely out of the wax.
6. Allow the candle to cool for a moment and become solid. Lower the candle into the wax again.
7. Repeat this process until the candle is the desired size.
8. Using the excess wick at the top of the candle, hang the candle from the dowel rod and allow to cool completely.
9. Cut the wick 1/2 inch above the candle.
Activity #3: Quilting
As there are hundreds of different quilt patterns you may have the student choose a simple pattern from a quilting book. It is also a good idea to have an expert quilter come to the classroom to give the students a mini lesson on quilting and share some of their quilts with the students. Once a pattern is chosen by the student, follow the directions with the pattern. As this activity can be expensive, you may want to bring in scrap material for the students to use. If you have the students make quilt blocks of the same size, you can put the blocks together for a large quilt once the students have finished.
Activity #4: Basketmaking
There are several different patterns available for making baskets. One of the first things to do is to have an expert basketmaker come to the class to take about basketmaking and to show some of the different patterns of baskets. Once the students have chosen their patterns, follow the directions given. The materials for making baskets can be expensive, so you may want to provide materials for the students.
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Mathematics
Local History - Mathematically SpeakingA Math Activity for teaching local historySubmitted by Tammy Roberts, Hollister High School
The teaching of local history can be incorporated into any subject, including math. In this activity students are encouraged to improve their skills in calculating percentages as well as improving their understanding of the rising cost of living.
WHAT YOU NEED:
1. A list of prices from your area from 100, 50, 25, 10, or 5 years ago. (You can set time based on the information you have and your area of study) You may wish to include: property, food, funerals, automobiles, houses, livestock, etc. You can find lists for these prices in old newspapers from the area and in magazines such as The White River Historical Quarterly.
WHAT TO DO:
1. Distribute the above list to all students in the class.
2. Have each student choose a set number of items.
3. Have the students research the current price on the items they chose.
4. After the students have a former and a current price on the same item, have them calculate the percentage each item has increased.
5. Have the students share their findings with the class.
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Science
What do you get when Science and History Mix?A Science Activity for teaching local historySubmitted by Tammy Roberts, Hollister High School
The teaching of local history can be incorporated into any subject, including science. In the following activities students are encouraged to develop an understanding of the role the environment plays in the history of an area and what can be done to preserve the natural environment even as the area experiences a large growth.
Activity #1:
Take the students on a tour of Table Rock Dam. Discuss with the students the benefits of this dam being built by the Corp of Engineers. Along with the discussion of the benefits of the dam, discuss with the students what had to be given up in order to have this dam (farmland and towns). Also discuss with the students what had to happen before the Corp of Engineers could begin the building of the dam (buying property, relocating cemeteries, etc.).
Activity #2:
Research the water quality of the area with the number of tourists that visit each year. You can contact Debbie Redford with the City of Branson and she will speak to the students about this issue. She has several handouts for the students. Along with this, the students can take their own water samples from the area lakes and test for impurities in the science lab.
Activity #3:
Take the students to the sewage treatment plant and the recycling plant for them to volunteer their time while learning about these facilities. Both of these facilities welcome students and will talk to them about the role each plays in the environment. This activity encourages the students to be more aware of their role in the environment and what they can do to help.
Missouri WildflowersUnderstanding the Eco-SystemSubmitted by Patsy Watts, College of the Ozarks
A great spring activity that gets students outdoors is to introduce a study of Missouri wildflowers. As you study the ecosystem that allows certain kinds of plants to grow in certain areas and soils, ask students to photograph 50 different specimens of wildflowers, recording where the saw the plant and describing the environment. Once this information is collected, they can use a number of sources available to identify and classify the plants.
(In the old days, Don Lewis at Lebanon Junior High, Lebanon, MO, required that we collect physical samples of plants. Today, some of those plants are too rare to pick; others are on private property or in state parks and should not be picked anyway. Still, the assignment is possible given technology advances. If you have a digital camera, your students could transfer their photos directly into a document that they are preparing.)
For a brief example, see the section in this web site's historical archives, natural resources, wildflowers.
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Physical Education
Dancing Back in TimeUsing Play Party Games for Coordination and Social SkillsSubmitted by Patsy Watts, College of the Ozarks
In the historical archives of this web site, you will find an article on play party games and an explanation of how to do a few of the dances, or games, as they were called. A great way to break the ice in a P.E. classroom and to help students work on large motor skills would be to set a day aside for learning some of these games. Students will be interested in the history of the games, and they will have some fun moving around in a non-competitive atmosphere.
Here is an example excerpted from the archives:
"Green Gravel"
lyrics:
Green gravel, green gravel,The grass is so green.Three matrons, three matrons,You're shamed to be seen.Dear ________, Dear ________,Your true love is dead.He (she) wrote you a letter,To turn back your head.
instructions:
The game begins with everyone in a large circle, facing the center with hands joined. Players skip around the circle throughout the first verse. At the beginning of the second verse, players continue skipping, but everyone adds the name of one of the players. Beginning with the line "Your true love is dead," everyone stands still. The person whose name was inserted in the song drops hands and turns backward (facing the outside of the circle) to state the name of his or her sweetheart. Then that player rejoins hands with the group (without turning back toward the center of the circle). The song and actions are repeated, this time naming someone else in the circle who must also turn outward and state the name of the person he or she likes. The game continues until all of the players are turned outward (Baldwin and Watts 51).
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