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Thursday, December 1, 2016

Shakira

Birth Date
February 2, 1977 (age 39)
Place of Birth
Barranquilla, Colombia
AKA
Shakira Ripoll
Shakira
Full Name
Shakira Isabel Mebarak Ripoll
Zodiac Sign
Aquarius
Born and raised in Barranquilla, Colombia, Shakira is a hugely popular Colombian pop singer who is known for the hits "Whenever, Wherever" and "Hips Don't Lie.

"Born in Colombia on February 2, 1977, hugely successfully Colombian pop singer and dancer Shakira has won two Grammy Awards, seven Latin Grammy Awards and 12 Billboard Latin Music Awards, and has been nominated for a Golden Globe Award.

 Known for hits like "Whenever, Wherever" and "Hips Don't Lie," Shakira is the highest-selling Colombian artist of all time, and the second most successful female Latin singer after Gloria Estefan. By 2012, her U.S. album sales had reached nearly 10 million.

Wednesday, November 23, 2016

Silvia Da Silva, Fruit Song

Tuesday, November 1, 2016

Cerp 2016 Escuela N 4


























Friday, October 28, 2016

peer teaching

Peer teaching is not a new concept. It can be traced back to Aristotle’s use of archons, or student leaders, and to the letters of Seneca the Younger. It was first organized as a theory by Scotsman Andrew Bell in 1795, and later implemented into French and English schools in the 19th century. Over the past 30-40 years, peer teaching has become increasingly popular in conjunction with mixed ability grouping in K-12 public schools and an interest in more financially efficient methods of teaching.
Not to be confused with peer instruction—a relatively new concept designed by Harvard professor Eric Mazur in the early 1990s— peer teaching is a method by which one student instructs another student in material on which the first is an expert and the second is a novice.
Goodlad and Hurst (1989) and Topping (1998) note that academic peer tutoring at the college level takes many different forms

Peer education

What is peer education?

Peer education is a term widely used to describe a range of initiatives where young people from a similar age group, background, culture and/or social status educate and inform each other about a wide variety of issues.

Rationale

The rationale behind peer education is that peers can be a trusted and credible source of information. They share similar experiences and social norms and are therefore better placed to provide relevant, meaningful, explicit and honest information.

Defining peer education

The following definition takes the key elements of peer education into account:
'Peer education is an approach which empowers young people to work with other young people, and which draws on the positive strength of the peer group. By means of appropriate training and support, the young people become active players in the educational process rather than passive recipients of a set message. Central to this work is the collaboration between young people and adults.'
Fast Forward, national voluntary organisation promoting health and wellbeing

Peer education in school

Peer education is an increasingly popular method of providing information and advice to young people in both school and community-based settings. Well-considered peer education initiatives can offer a wide range of benefits to pupils, peer educators, teachers and the school as a whole.
Using a peer education model to deliver information and education to young people can ensure that the adult partner (for example, a teacher or school nurse), peer educator and peer educatee take an equal role in informing, shaping and passing on information.

Benefits of peer education

The benefits for peer educators are widely recognised and can include positive changes in terms of knowledge, skills, attitudes and confidence. Peer education has a strong emphasis on personal development and can be particularly effective in allowing low achieving pupils to fully participate and succeed in a wider range of educational and health promoting activities.
Peer educatees can benefit from credible, up-to-date, relevant and fun inputs delivered by fellow pupils with whom they can identify and build positive relationships with.
As part of a whole school approach, peer education initiatives can play a major role in helping schools foster positive relationships between pupils and teachers. They can help schools to create a caring and safe environment that promotes the health of all its members.
The main benefits of peer teaching include, but are not limited to, the following:
· Students receive more time for individualized learning.
· Direct interaction between students promotes active learning.
· Peer teachers reinforce their own learning by instructing others.
· Students feel more comfortable and open when interacting with a peer.
· Peers and students share a similar discourse, allowing for greater understanding.
· Peer teaching is a financially efficient alternative to hiring more staff members.
· Teachers receive more time to focus on the next lesson.

Research also indicates that peer learning activities typically yield the following results for both tutor and tutee: team-building spirit and more supportive relationships; greater psychological well-being, sFunctional Roles: What are Peer Teachers Doing?

When peer teaching is part of the law school curriculum, student teachers may perform a variety of teaching roles: pure teacher, mediator, work partner, coach, or role model. A peer teacher may perform only one or several of these roles depending on their responsibilities and the structure of the program. For example, the rules governing many moot court competitions prohibit any cooperation outside the team in preparing briefs and severely limit the cooperation in preparing arguments. These rules effectively constrain the ability of peer teachers on moot court boards to function in roles relating to active learning.
The peer teacher who functions as a teacher is involved in structuring and delivering information and skills to students and providing feedback and evaluation. These students more often are viewed to some degree as experts, rather than peers, by the students with whom they work. Students selected for the boards of a law school's moot court program or law reviews often function in the role of teacher/evaluator, though they may not as often provide the initial training to those students over whom they pass judgment on participation in these programs. For example, in legal research and writing, approximately one-half the programs use teaching assistants to present information in the classroom (though overwhelmingly, this information and the method of its instruction is planned by faculty supervisors). About one-half the schools use TAs to grade or evaluate student work.(7)
 Where a peer teacher has less autonomy or power in these areas, they are more likely to function as a mediator: delivering or translating information provided by the faculty member, supplementing feedback, and interpreting evaluation. When combined with administrative duties, these peer teachers are most often termed "teaching assistants". This role is represented in a significant portion of the law schools using peer teachers in legal research and writing programs. Academic support programs are very often built upon this structure of student tutorial: providing information without the power to evaluate.
Peer teachers may function as work partners when they are involved with students in a cooperative learning project, as where student clinical supervisors work with fellow students in a representation or moot court team members work together on a brief. In this structure, the teaching role switches back and forth between the peers, though not necessarily in an even division. Peer teachers may also work cooperatively with students when functioning as coaches: providing primarily evaluation and encouragement in completing assignments or improving skills rather than transmitting the necessary initial information or training. Legal writing instructors who provide only informal feedback on writing assignments or moot court board students who critique mock appellate arguments often function primarily in this coaching mode.
Finally, peer teaching may also be structured so as to emphasize the role model function. Where peer teachers demonstrate learning skills -- as when study group leaders provide model outlines or sample exam answers -- they are primarily functioning as models for their peer students (though, if poorly structured, many of the students may perceive this as providing only information rather than models.) A substantial number of law schools have chosen to implement an academic support program developed Law School Admission Council's advisor, Dr. Lawrence D. Salmony. That program uses peer teachers to lead large group seminars in reviewing a series of hypotheticals in first year subject matters; small "study groups" to more carefully review specific subject matter of first year courses (approximately three hours in each subject per month) and individual sessions with students in which teaching assistants provide guidance in learning strategies and analysis of substantive legal issues. The peer teachers in these programs combine a number of roles, though the role model/mediator role appears to predominate.
Peer teachers also play roles that are less directly tied to cognitive learning. Often peer teachers are used to provide administrative support for an academic program -- for example, student graders following a faculty devised grading key; moot court board members setting up mock appellate argument schedules and judges; law review editors supervising allocation of cite checking assignments. Where peer teachers are structured into a program primarily for economic reasons, this often may be the sole role assigned to the peer teacher. However, one suspects that student administrative support often leads to informal mediation or teaching, for example, as peer teachers are asked to interpret grades or publication decisions.
ocial competence, communication skills and self-esteem; and higher achievement and greater productivity in terms of enhanced learning outcomes.

Peer teaching, peer learning

Peer teaching is not a new concept. It can be traced back to Aristotle’s use of archons, or student leaders, and to the letters of Seneca the Younger. It was first organized as a theory by Scotsman Andrew Bell in 1795, and later implemented into French and English schools in the 19th century. Over the past 30-40 years, peer teaching has become increasingly popular in conjunction with mixed ability grouping in K-12 public schools and an interest in more financially efficient methods of teaching.
Not to be confused with peer instruction—a relatively new concept designed by Harvard professor Eric Mazur in the early 1990s— peer teaching is a method by which one student instructs another student in material on which the first is an expert and the second is a novice.
Goodlad and Hurst (1989) and Topping (1998) note that academic peer tutoring at the college level takes many different forms

Peer education

What is peer education?

Peer education is a term widely used to describe a range of initiatives where young people from a similar age group, background, culture and/or social status educate and inform each other about a wide variety of issues.

Rationale

The rationale behind peer education is that peers can be a trusted and credible source of information. They share similar experiences and social norms and are therefore better placed to provide relevant, meaningful, explicit and honest information.

Defining peer education

The following definition takes the key elements of peer education into account:
'Peer education is an approach which empowers young people to work with other young people, and which draws on the positive strength of the peer group. By means of appropriate training and support, the young people become active players in the educational process rather than passive recipients of a set message. Central to this work is the collaboration between young people and adults.'
Fast Forward, national voluntary organisation promoting health and wellbeing

Peer education in school

Peer education is an increasingly popular method of providing information and advice to young people in both school and community-based settings. Well-considered peer education initiatives can offer a wide range of benefits to pupils, peer educators, teachers and the school as a whole.
Using a peer education model to deliver information and education to young people can ensure that the adult partner (for example, a teacher or school nurse), peer educator and peer educatee take an equal role in informing, shaping and passing on information.

Benefits of peer education

The benefits for peer educators are widely recognised and can include positive changes in terms of knowledge, skills, attitudes and confidence. Peer education has a strong emphasis on personal development and can be particularly effective in allowing low achieving pupils to fully participate and succeed in a wider range of educational and health promoting activities.
Peer educatees can benefit from credible, up-to-date, relevant and fun inputs delivered by fellow pupils with whom they can identify and build positive relationships with.
As part of a whole school approach, peer education initiatives can play a major role in helping schools foster positive relationships between pupils and teachers. They can help schools to create a caring and safe environment that promotes the health of all its members.
The main benefits of peer teaching include, but are not limited to, the following:
  • Students receive more time for individualized learning.
  • Direct interaction between students promotes active learning.
  • Peer teachers reinforce their own learning by instructing others.
  • Students feel more comfortable and open when interacting with a peer.
  • Peers and students share a similar discourse, allowing for greater understanding.
  • Peer teaching is a financially efficient alternative to hiring more staff members.
  • Teachers receive more time to focus on the next lesson.
Research also indicates that peer learning activities typically yield the following results for both tutor and tutee: team-building spirit and more supportive relationships; greater psychological well-being, social competence, communication skills and self-esteem; and higher achievement and greater productivity in terms of enhanced learning outcomes.

Wednesday, October 12, 2016

RRR


Reduce  
means reduce the waste we produce during our everyday activities, work, studies and life in general.
 

Reuse 
 means finding ways to reuse materials, toys, paper, electronics and any other instruments or tools we use for our everyday life. Reusing means that we will not need to buy a new one thus we will save energy producing a new one and therefore reduce the pollution.
 
Recycle 
 means that what it cannot be reused in its current form should be recycled so that it can be used as raw material to produce something else that will be useful for us. This way we save raw material, waste less and help our environment.

Thursday, October 6, 2016

POLLUTION.

Pollution means any contamination of air, soil, water and environment. Why, even loud noise and sound is also a part of pollution.

Air pollution - 
 Harmful gases and tiny particles (like carbon monoxide, nitrogen dioxide and sulphur dioxide) when released into the air pollute the air. The smoke released from burning fuel, from factories and not to forget the motor cars are the major sources of air pollution.

Air pollution is one of the major cause of that funny cough, asthma and burning eyes that you develop.

Water pollution-
  All that dirty water from our house drains through the pipes into river, oceans dirtying the water. Can you imagine all those chemicals from factories draining into the river? And that is the water that you drink. Think about all the diseases that you can get from drinking such water

Land pollution - 
All that plastic and dirt that you throw on the ground dirties the land and when you don't maintain the hygiene, then disease prevails.

Noise pollution - 
You want to listen to head banging rock music and your parents orbit into the space. But have you thought about your dear little sensitive ears? How much can they take?
Pollution 

https://www.youtube.com/watch?v=aXmfQLC8ju4

Monday, October 3, 2016

This is our world-For Earth day



SONG LYRICS 

This is our  world,
 This is our  Earth,
 This is the  place, 
where we  belong.

This is our  home, 
This is our  time,
 This is the  place 
where we come from. 

We get the trash
 Care it where it should go.
 You do your part 
preserve this Earth you know. 

This is our world, 
This is our Earth, 
This is the place,
 where we belong.

 This is our home
This is our
time.
 This is the place. 
where we come from. 

Try to Reuse
 Recycle what you can
 And do your part
 and give a helping hand 

This is our world.
This is our Earth
 This is the place.
 where we belong, 

This is our home. 
This is our
time. 
This is the place.
 where we come from 

Just be aware,
 of your environment.
 You do your part
 to love, preserve, protect. 

This is our world, 
this is our Earth, 
This is the place, 
where we belong, 

This is our home. 
This is our
time. 
This is the place 
where we come from 

This is the place.
 where we come from
 

This Is Our World Song - For Earth Day

Please take care of the trees

Pollution Video 1 -For Kids -Pollution : Meaning and Definition

Saturday, October 1, 2016

Historia de la Escuela N 4 , Creación de los Prof. Paola Borba y Prof. Alexander Knuth.

Audiovisual en homenaje a la Escuela N 4" Dr. Juan Zorrilla de San Martín" por haber sido nombrada Patrimonio Histórico del Departamento de Salto, Uruguay. 

Trabajo realizado por:
 
Prof. Paola Borba y  Prof. Alexander Knuth
 

Friday, September 30, 2016

I Love You Song for Children

Hello! | Super Simple Songs

Monday, September 12, 2016

Baby Justin

http://youtu.be/ 

JUSTIBIEBER



Oh whoa [x3]

You know you love me, I know you care
Just shout whenever, and I'll be there
You are my love, you are my heart
And we would never ever ever be apart

Are we an item? Girl, quit playing
We're just friends, what are you saying?
Say there's another and look right in my eyes
My first love broke my heart for the first time
And I was like...

Baby, baby, baby oooh
Like baby, baby, baby nooo
Like baby, baby, baby oooh
I thought you'd always be mine (mine)

Baby, baby, baby oooh
Like baby, baby, baby nooo
Like baby, baby, baby oooh
I thought you'd always be mine (mine)

Oh, for you I would have done whatever
And I just can't believe we ain't together
And I wanna play it cool, but I'm losin' you
I'll buy you anything, I'll buy you any ring
And I'm in pieces, baby fix me
And just shake me 'til you wake me from this bad dream
I'm going down, down, down, down
And I just can't believe my first love won't be around

And I'm like
Baby, baby, baby oooh
Like baby, baby, baby nooo
Like baby, baby, baby oooh
I thought you'd always be mine (mine)

Baby, baby, baby oooh
Like baby, baby, baby nooo
Like baby, baby, baby oooh
I thought you'd always be mine (mine)

[Ludacris:]
Luda! When I was 13, I had my first love,
There was nobody that compared to my baby
And nobody came between us or could ever come above
She had me going crazy, oh, I was star-struck,
She woke me up daily, don't need no Starbucks.
She made my heart pound, it skipped a beat when I see her in the street and
At school on the playground but I really wanna see her on the weekend.
She knows she got me dazing cause she was so amazing
And now my heart is breaking but I just keep on saying...

Baby, baby, baby oooh
Like baby, baby, baby nooo
Like baby, baby, baby oooh
I thought you'd always be mine (mine)

Baby, baby, baby oooh
Like baby, baby, baby nooo
Like baby, baby, baby oooh
I thought you'd always be mine (mine)

I'm gone (Yeah Yeah Yeah, Yeah Yeah Yeah)
Now I'm all gone (Yeah Yeah Yeah, Yeah Yeah Yeah)
Now I'm all gone (Yeah Yeah Yeah, Yeah Yeah Yeah)
Now I'm all gone (gone, gone, gone...)
I'm gone

Minecraft







Pollution.

WHAT IS POLLUTION? HOW DOES IT AFFECT US?
Pollution means any contamination of air, soil, water and environment. Why, even loud noise and sound is also a part of pollution.

Air pollution - Harmful gases and tiny particles (like carbon monoxide, nitrogen dioxide and sulphur dioxide) when released into the air pollute the air. The smoke released from burning fuel, from factories and not to forget the motor cars are the major sources of air pollution.

Air pollution is one of the major cause of that funny cough, asthma and burning eyes that you develop.

Water pollution- All that dirty water from our house drains through the pipes into river, oceans dirtying the water. Can you imagine all those chemicals from factories draining into the river? And that is the water that you drink. Think about all the diseases that you can get from drinking such water

Land pollution -All that plastic and dirt that you throw on the ground dirties the land and when you don't maintain the hygiene, then disease prevails.

Noise pollution - You want to listen to head banging rock music and your parents orbit into the space. But have you thought about your dear little sensitive ears? How much can they take?
Pollutionhttps://www.youtube.com/watch?v=aXmfQLC8ju4

Monday, September 5, 2016

My FAMILY

This is my family. We love parties. We are celebrating the new year.

My father is wearing a yellow shirt, an orange tie and bluetrousers.

My mother is happy. She is wearing a red dress and blue shoes. She is my brother. He is a baby. He is wearing green pajamas.

My sister is next to my father. She is shy. She is wearing a purple dress and pink shoes.

I am wearing a green sweater, black shorts and sky-blue trainers.


My Family


Wednesday, August 31, 2016

I Love You Song for Children

Maroon 5 - Sugar

Sugar"







I'm hurting, baby, I'm broken down

I need your loving, loving

I need it now

When I'm without you

I'm something weak

You got me begging, begging

I'm on my knees



[Pre-Chorus:]

I don't wanna be needing your love

I just wanna be deep in your love

And it's killing me when you're away, ooh, baby,

'Cause I really don't care where you are

I just wanna be there where you are

And I gotta get one little taste



[Chorus:]

Your sugar

Yes, please

Won't you come and put it down on me?

I'm right here, 'cause I need

Little love, a little sympathy

Yeah, you show me good loving

Make it alright

Need a little sweetness in my life

Your sugar

Yes, please

Won't you come and put it down on me?



My broken pieces

You pick them up

Don't leave me hanging, hanging

Come give me some

When I'm without ya

I'm so insecure

You are the one thing, one thing

I'm living for



[Pre-Chorus:]

I don't wanna be needing your love

I just wanna be deep in your love

And it's killing me when you're away, ooh, baby,

'Cause I really don't care where you are

I just wanna be there where you are

And I gotta get one little taste



[Chorus:]

Your sugar

Yes, please

Won't you come and put it down on me?

I'm right here,

'Cause I need

Little love, a little sympathy

Yeah, you show me good loving

Make it alright

Need a little sweetness in my life

Your sugar! (sugar!)

Yes, please (yes, please)

Won't you come and put it down on me?



Yeah

I want that red velvet

I want that sugar sweet

Don't let nobody touch it

Unless that somebody's me

I gotta be your man

There ain't no other way

'Cause girl you're hotter than a southern California day



I don't wanna play no games

You don't gotta be afraid

Don't give me all that shy shit

No make-up on

That's my



[Chorus:]

Sugar

Yes, please (please)

Won't you come and put it down on me (down on me)?

I'm right here (right here), 'cause I need ('cause I need)

Little love, a little sympathy

So, baby, (yeah) you show me good loving

Make it alright

Need a little sweetness in my life

Your sugar! (sugar!)

Yes, please (yes, please)

Won't you come and put it down on me?



[Chorus:]

Sugar

Yes, please

Won't you come and put it down on me?

I'm right here, 'cause I need

Little love, a little sympathy

Yeah, you show me good loving

Make it alright

Need a little sweetness in my life



Your sugar! (sugar!)

Yes, please (yes, please)

Won't you come and put it down on me? (down on me, down on me)

Monday, August 29, 2016

Thursday, August 25, 2016

Monday, August 22, 2016

olympic Mascot

https://www.rio2016.com/mascots/#!olympic-mascot
OLYMPIC GAMES 

Who am I?
I am the Olympic Games mascot, a mixture of all 
the Brazilian animals.
 I was born out of the explosion
of joy that happened when they announced that Rio
would host the Olympic Games, on 2 October 2009

How old am I?
I was born on 2 October 2009, but my age is not 
counted like yours, so nobody knows exactly what 
it is.
 But I live my life playing, jumping, running and 
smiling, just like all the kids.

What is my special power?
I can stretch and stretch and stretch myself, as much as I want. 
And since I’m a mixture of Brazilian animals, I can do all the 
best things they can do: I can run faster, jump higher and be 
stronger. I can also imitate the voice of any animal – 
I’m super-communicative!

What else do I like to do?
I play all Olympic sports.                    
And I always hang out around the city!
 My favorite pastime is making new friends, 
that’s why I’m always connected.
 I love meeting people 
from all over the world. 
My best friend of all is the 
Rio 2016 Paralympic Games mascot.

Sunday, August 21, 2016

penfriends

______________________________________________ Salto, …….th August, 2016.
Dear  penfriend,
1. Hello! My name is ______      _____________.    I am ___ years old.   
2.  I am a student at ……………………
3.  I was born in  ……………………( Salto – Paysandú- Montevideo ),  Uruguay,  South  America
4.  I was born in……………..   ( January –  February  –  March -  April - May - June- July
                                              -  August –  September – Ocotober – November – December )
5.  My  favourite colours are  ……………and …………….( red – orange –pink – yellow – blue –
                                                                               light-blue – green –brown – black –purple – white )
6.   My favourite day is ………….(Sunday -  Monday -  Tuesday  –  Wednesday -  Thursday-  Friday -  Saturday )
7.   My favourite sports are…….and…………………( football –basketball – tennis – baseball  – handball –  badmington – rugby – fencing  )
8.   I have a …………….. (   big – small )    family.
9.    I have a …………………………..( mother – father – brother -  sister
                                                        - grandfather –grandmother          – uncle – aunt- cousin-  )
10.  She is my Mother.   My Mother´s name is ………………………. ………………  She is ………… years old.
11.   She is a ……( doctor – dentist –nurse –carpenter – teacher – actor/actress – singer –banker – engineer –  bus-driver   - architect –    salesman/saleswoman – baker –farmer – pilot –policeman)
12.      He is my Father. My Father´s name is …………………. ……………………… He is ………….years old.
13.    He is a ……………( doctor – dentist –nurse –carpenter – teacher – actor/actress – singer –banker – engineer –  bus-          -  driver   - architect –    salesman/saleswoman – baker –farmer – pilot –policeman)
14.   He is my brother. My brother´s name is …………………………………  He is …………..years old.
15.        He is a …………( doctor – dentist –nurse –carpenter – teacher – actor/actress – singer –banker – engineer –  
                          bus-driver   - architect –    salesman/saleswoman – baker –farmer – pilot –policeman)
16.      She is my sister…………        My sister´s name is…………………..         She is …………years old.
17.   She is a …………( doctor – dentist –nurse –carpenter – teacher – actor/actress – singer –banker – engineer –
                                 Bus- driver   - architect –    salesman/saleswoman – baker –farmer – pilot –policeman)
18. I can/can´t  …………………….…( walk  –  run  – jump  – hop  –swim – fly  - climb –crawl )
19 .  I can……………………( read  – write – draw – play – dance - study )




Monday, August 15, 2016

Nadia Comaneci 1976 Olympics AA BB Perfect 10.0

Nadia Comaneci - First Perfect 10 | Montreal 1976 Olympics

https://www.youtube.com/watch?v=Yi_5xbd5xdE                                                                          Nadia Comaneci
 - First Perfect 10 | Montreal 1976 Olympics

Alexa Moreno: el peso de nuestra ignorancia

Nadia Comaneci - First Perfect 10 | Montreal 1976 Olympics

https://www.youtube.com/watch?v=Yi_5xbd5xdENadia Comaneci - First Perfect 10 | Montreal 1976 Olympics



Nadia
Comaneci is a Romanian gymnast who became the first woman to score a
perfect 10 in an Olympic gymnastics event in 1976, at age 14.










Synopsis

Born
in 1961, Romanian gymnast Nadia Comaneci became the first woman to
score a perfect 10 in an Olympic gymnastics event at the 1976 Olympic
Games, at age 14. Her performance at the 1976 Olympics redefined both
her sport and audiences' expectations of female athletes. At the 1980
Olympics, Comaneci won gold medals for the balance beam and floor
exercise. She retired from competition in 1984 and defected to the
United States in 1989.

Nadia Comaneci - First Perfect 10 | Montreal 1976 Olympics

Nadia Comaneci - First Perfect 10 | Montreal 1976 Olympics

Monday, August 8, 2016

The Olympic Games story for kids

Sports Song -

Sunday, August 7, 2016

Olympic Games Rio 2016

Olympic Games


The Olympic Games, both summer and winter, are a wonderful opportunity to get the kids excited about sport, friendly competition, national pride and counting medals! And we've not long to wait now, with the next Summer Olympics starting on Friday 5th August and running through to Sunday 21st August, in Brazil. It will be the Games of the XXXI Olympiad. We can't wait!


An online student activity with corresponding lesson plans that provide a look into the Olympic Games, from its past in ancient Greece to the present-day international event


  • Olympic Games.

    Students gain an understanding of the Olympic Games by focusing on the current events aspect of the games.

    Unit Plan:

    The focus for students in this age group is to gain an understanding of the Olympic Games and focus on the current events aspect of the games. Students will be writing and presenting their material.

Objective ---Students will:

  • 1. Use Web technology to learn about ancient Greece and the Olympic Games
    2. Build vocabulary skills
    3. Explore the history of the Olympic Games
    4. Make connections between Greek and English
    5. Make and record a persuasive speech
    6. Write a newspaper article on the 2004 Olympics

Set Up and Prepare

  • 1. As you plan your lessons, you may wish to print out any reading assignment pages and staple them into a book for individual students.
    2. Depending on time available, the grade level, and maturity level of each class, activities can be facilitated as independent work, collaborative group work, or whole class instruction. Teachers may use the guide to teach a complete unit or break the content into smaller learning components. Some suggestions are:
    · Create a class Olympic Committee to listen and judge individual speeches.
    · Create small groups of students to research the Olympics in different decades or different Olympic sports and present their findings to the class.
    3. If a computer is available for each student, they can work on their own. Hand out the URLs or write them on the board so students will have a guide through the activity.
    4. If you are working in a lab, set up the computers to be on the desired Web site as students walk into class. If there are fewer computers than students, group the students by reading level. Assign each student a role: a "driver" who navigates the web, a timer who keeps the group on task, and a note taker. If there are more than three students per computer, you can add roles like a team leader, a team reporter, etc.
    5. If you are working in a learning station in your classroom, break out your class into different groups. Have rotating groups working on the computer(s), reading printed background information, prewriting their speech or newspaper article, researching and writing about the Olympics.

Directions






  • Background (1 day)
    Hold a class discussion on the upcoming Olympic Games. Ask students if they remember the last Olympics. Prompt students to talk about why the games are held, and the spirit of international cooperation that the games are meant to foster. At the end of the discussion, tell students that they are going to look at the history of the Olympics in order to know more about the present day Olympics especially when they watch them on TV in August.
    Discussion questions may include:
    · What do you see as some of the differences between the theme and spirit of the Ancient Olympics and the modern Olympics?
    · Why are the Olympics important to the world?
    · Are the Olympics important to you?
    · If you were on the International Olympic Committee, what arguments would persuade you to choose a specific location for the next Olympics?
    · What are some of the themes you see in current events stories about the Olympics today? 
    History of the Games
    Either hand out printouts of the background article on the Olympic Games or direct students, in groups of two or three, to the computers where the article is already loaded. Once they have read through the articles, students should raise their hands in order to receive the Organizer Pattern: Timeline (PDF). Once they have the handout, students should go through the Olympics in Photos activity. As they click through the photos, students should fill out their timelines with appropriate details.
    If there is time at the end of the class, have students return to talk about what they learned. Did they find any facts that surprised them? What were they and why were they surprised. Looking at their filled out timelines, do students want to make any guesses as to what kind of historic events could happen in this upcoming Olympics?
    Have students hand in their filled out timelines for teacher assessment.
    Note
    Depending on the time available, you may want to choose either the "In My Backyard" or the "Olympics in the News" activity. Alternately, you can have students choose one of these activities to complete. If different groups of students complete different activities, you may want to set up some time
    In My Backyard (1-3 days)
    Print out the article "How Olympic Locations are Chosen" for students to read as homework. The next day, hold a class discussion. Now that students have an idea of what past Olympic Games were like, ask students if it makes sense for a city to host the Olympics. On the board, write the pros and cons to hosting the Olympics. Then, ask students if they would want the Olympics to come to their hometown. What would they like about it? How could it help their city or town? Add these comments to the board.
    Direct students to the Writing with Writers: Speechwriting activity and tell them that they will be writing and presenting persuasive speeches that will convince the International Olympic Committee to bring the Olympics to their hometown. If there is more class time for the project, have students complete the activity the following day. Or, these final steps should be done as homework. Some class time should be devoted for practice with one another before recording their speech. Check back within a month to see if your speeches were published online!
    Extend This Lesson
    Ask for volunteer students to present their speech to the class. As each student presents their speech, tell the rest of the class that they are acting as the International Olympic Committee. The Committee members should judge each speech on clarity and whether it addresses each of the important needs pointed out in the "How Olympic Locations are Chosen" article.
    Olympics in the News and Be a Reporter (1-3 days)
    Tell students that they are going to be reporters on the scene at the Olympics. As reporters, they must read what other reporters are reporting on the games and then write their own newspaper article, and they will do this with Scholastic News online.
    Direct students to the Scholastic News special report on the Olympics and hand each student a printed copy of the 5 Ws (PDF). Either pick a topic for them to explore (a specific event, an athlete, Greece, etc.) or have them pick a topic on their own. They should fill out the 5 Ws organizer as they explore and read different articles. Give them the rest of the class period, and have them hand the filled organizers for teacher assessment.
    On the second day, have the Be a Reporter game loaded on the computer and hand back the completed 5 Ws graphic organizers. Instruct students to follow the steps in the activity, write the best newspaper article they can, and print out the results. Before printing the article, students should highlight the entire article, photo and caption, copy everything and paste into a word document. Save the World document, print the article and switch their article with a peer. For homework, students should read through their peer's printed article, writing notes on the printout.
    On the third day, students should hand back their edited articles, and students should go through the steps of the Be a Reporter game, using their saved Word document and completing a final draft. This final version should be printed and handed in along with the original draft for a final grade.
    Get in the Game (1-2 days)
    As a wrap-up, cross-curricular activity for the Olympics, have students play the "It's Greek to Me" activity.
    Regroup the students and ask them what clues they have gathered on how the ancient Greeks have influenced the Olympic Games and our modern society. Ask them about the themes of the games, the politics of the ancient Greeks, and the actual sports themselves.
    Explain to the students that the Greeks also influenced the English language and they are going to find out through the "It's Greek to Me" activity. If a computer is available for each student, students should play the game individually. If students are paired to a computer, have one student as the driver and one student as the decision maker and reverse these roles halfway through the class. Alternately, if fewer computers are available, print a study list (PDF) for students to review as other students test their knowledge. Encourage students to play the game often enough to receive a medal which they can print out and put on a bulletin board.
    · -------Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States.
    · Students conduct research on issues and interests by generating ideas and questions.
    · Students use a variety of technological informational resources (libraries, databases, computer networks) to gather and synthesize information to create and communicate knowledge.
    · Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
    · Students use spoken, written, and visual language for learning, persuasion, and exchange of information.
    the content and activities of this project are especially appropriate for the themes of:
    Power, Authority and Governance
    Provide experiences for the study of how people create and change structures of power, authority, and governance.
    Individual Development and Identity
    Students learn to ask questions such as "What influences how people learn, perceive, and grow?"
    Culture
    Students learn how to understand multiple perspectives that derive from different cultural vantage points.
    Individuals, Groups, and Institutions
    Students learn about how institutions are formed, what controls and influences them, and how they can influence individuals and culture.
    Civic Ideals and Practices 
    Students gain an understanding of the ideals, principles, and practices of citizenship in a democratic republic.

Lesson Extensions

  • Ask for volunteer students to present their speech to the class. As each student presents their speech, tell the rest of the class that they are acting as the International Olympic Committee. The Committee members should judge each speech on clarity and whether it addresses each of the important needs pointed out in the "How Olympic Locations are Chosen" article.

Formal Assessment 

  • For It's Greek to Me:
    The "It's Greek to Me" activity can be graded based on scores and improvement. Students can track how many times they played the game and number the printouts for the games where they win a medal. Check for improvement and retention. You can create a multiple choice quiz of your own through the Teacher Toolkit to reinforce the vocabulary words and spelling.
    For In My Backyard:
    The persuasive speech should be graded on content as well as delivery. Students should write clearly organized, well through out speeches, and they should practice these speeches with peers or the teacher for evaluation on delivery. Make sure you listen to the speech at some point in case a speech is not selected for publication. See persuasive speech rubric below.
    For: Newspaper Article
    Students in grades 3-5 will be writing a newspaper article based on the current events of the Olympic Games. They will focus on one topic which should be graded based on the rubric below.

Informal Assessment

  • Assess students as they are involved with class discussions and from their filled out KWL and Timeline (PDF) organizers. Base your assessment on student participation and discussion. Has the student made connections through the activities and the discussions? Has the student filled out the timeline completely and the KWL chart with thoughtful questions with researched answers?

Reproducibles

  • · 
    Subjects:
    · 
    Social Studies, Cooperation and Teamwork, Content Area Reading, Journalism, Public Speaking, Research Skills, Persuasive Writing, Olympics, Countries, Continents, Regions, Ancient Civilizations, Geography and Map Skills, International Relations, Exercise and Fitness, Travel and Vacations, Educational Standards, Communication and the Internet
    · 
    · 
    Skills:
    · 
    Maps, Online Sources, Social Studies, Timelines, Public Speaking, Research Skills, Persuasive Writing
    · 
    · 
    Origin and History of the Olympic Games
    From Grolier Online’s New Book of Knowledge
    The Rise of the Games
    The Olympic Games originated long ago in ancient Greece. Exactly when the Games were first held and what circumstances led to their creation is uncertain. We do know, however, that the Games were a direct outgrowth of the values and beliefs of Greek society. The Greeks idealized physical fitness and mental discipline, and they believed that excellence in those areas honored Zeus, the greatest of all their gods.
    One legend about the origin of the Olympic Games revolves around Zeus. It was said Zeus once fought his father, Kronos, for control of the world. They battled atop a mountain that overlooked a valley in southwestern Greece. After Zeus defeated his father, a temple and immense statue were built in the valley below to honor him. This valley was called Olympia, and soon religious festivals developed there as people came to worship Zeus and to approach as nearly as possible his great strength. It is believed that these religious festivals eventually led to the famed Games of the Olympics.
    Although we do not know just when the Games were first played, the earliest recorded Olympic competition occurred in 776 B.C. It had only one event, the one-stade (approximately 630-foot or 192-meter) race, which was won by a cook named Coroebus. This was the start of the first Olympiad, the four-year period by which the Greeks recorded their history.
    Athletic competition became so important to the Greeks that the Olympic festivals were a peaceful influence on the warlike city-states. Sparta was famous for the strict military training of its citizens. But it would wait until the Games were over before sending fighters into battle. Other cities followed this example.
    For the first 13 Olympic Games, the only event was the one-stade run. But over the years, new sports were added to the Games. The hoplitodrome, for instance, was a footrace the athletes ran wearing full armor. The pentathlon, in which the athletes competed in five events (jumping, javelin, sprint, discus, and wrestling) was added to the Games in 708 B.C. The pancration was introduced in 648 B.C. This brutal sport had no rules and combined boxing and wrestling. A winner was named only when one man raised his hand in defeat or lay unconscious on the ground.
    In addition to the pre-existing religious shrines and altars, a vast complex of buildings and structures was constructed at Olympia to accommodate the growing number of sports and athletes. Chariot races, first run in 680 B.C. , were held in the hippodrome. Boxers and wrestlers trained in the Palaestra, which was adjacent to the gymnasium. The Leonidaion housed the athletes.
    Generally, only freeborn men and boys could take part in the Olympic Games (servants and slaves were allowed to participate only in the horse races). Women were forbidden, on penalty of death, even to see the Games. In 396 B.C. , however, a woman from Rhodes successfully defied the death penalty. When her husband died, she continued the training of their son, a boxer. She attended the Games disguised as a man and was not recognized until she shouted with joy over her son's victory. Her life was spared because of the special circumstances and the fact that her father and brothers had been Olympians.
    At first, the Games were strictly for Greek citizens. Eventually, however, athletes from all over the Roman Empire (which covered the entire Mediterranean region) were permitted to participate.
    All athletes were required to take an oath that they would observe all the rules and standards. In spite of the luxurious facilities offered to athletes, all had to remain amateurs. That is, they had to pay their own expenses, and they could receive no monetary awards.
    Winners of the Games were crowned with wreaths of olive leaves and hailed as heroes. They were showered with material gifts, and sometimes a special entrance was cut in the wall surrounding their home city just for them to pass through — a symbol that the people of the city felt well protected with an Olympic champion living among them.
    Perhaps the greatest athlete of the ancient Games was Milo of Croton, a wrestler who lived in the 500's B.C. He won the wrestling crown six times, and he was said to be so powerful that he could carry a full-grown bull on his shoulders.
    The ancient Olympic Games also honored, and inspired, artists. The poet Pindar wrote many odes in praise of the Games' winners. The Olympic buildings were prime examples of the beauty of Greek architecture, and the remains of Zeus' great statue bear the signature of the famous Athenian sculptor and architect Phidias. Like the athletic champions, artistic champions were awarded olive wreaths and great acclaim.
    The Decline of the Games
    After Rome conquered Greece in the 100's B.C. , Olympic standards began to decline. Competition for the common good was ignored by the glory hunters, who were willing to use any trick or deceit to win. For instance, in A.D. 67 the emperor Nero brought his own cheering section and competed in events himself. Even though he fell from his chariot during the race, he was named the champion. In A.D. 394 the Roman emperor Theodosius I, a Christian who considered the Games a pagan festival, ordered them stopped.
    Olympia then began to crumble. The great statue of Zeus was taken away to Constantinople, where it was destroyed in a fire. In 426, Roman emperor Theodosius II ordered all the temples destroyed. Earthquakes later helped finish what human hands had started, as well as flooding caused by a change in the course of the river that flowed through Olympia. The once-great city was eventually buried.
    In 1829, German archaeologists began uncovering Olympia. Today, the site of the ancient Olympic Games is only a shadow of its former glory. Many of the building foundations remain, but few walls and pillars still stand, and the stadium where footraces were held long ago is now just a broad stretch of barren ground.
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    Name: Fill in each row with details that answer the question. What happened? Who was there? Why did it happen? When did it happen? Where did it happen? Five W’s Chart

    Greek roots:
    A-, An- means without in Greek
    Aero- means air, mist or wind in Greek
    An- means without or absence of in Greek
    Andro-means man or male in Greek
    Ant-, Anti- means opposite in Greek
    Anthrop- means human in Greek
    Auto- means self or same in Greek
    Bio- means life or living in Greek
    -Chron- means time in Greek
    Crit- to judge or a decision in Greek
    Cryo- means freezing cold in Greek
    Crypt- means hidden or secret in Greek
    Demo- means people in Greek
    Dogm- means belief or opinion in Greek
    Dys- means abnormal, difficult, or bad in Greek
    Eco- means home, resources, or environment in Greek
    Geo- means Earth in Greek
    Gero-,Geri- means old age or old people in Greek
    Gram- means written word in Greek
    Graph- to write, record, or draw in Greek
    Gymn- means bare or uncovered in Greek
    Hetero- means other or different in Greek.
    Horo- means hour, time, or season in Greek
    Hyper- means excessive in Greek
    Logo- means reason in Greek
    -Mania- means mental disorder in Greek
    Meteoro- means high up in the air in Greek
    Metro- means mother in Greek
    Micro- means small in Greek
    Mis- means hatred of or disgust of in Greek
    Mono- means one, single, or alone in Greek
    Mythic- means imaginary story in Greek
    Narco- means numbness or sleep in Greek
    -Nosis means disease or sickness in Greek
    -Onym or –Onymous means name or word in Greek
    Organ- means body part, instrument, or tool in Greek
    Pan- means all, every, or entire in Greek
    Path- or –Pathy means feeling or sensation in Greek
    Pedi- means child in Greek
    Philo-, -Phil means have a strong love for in Greek
    -Phobia means fear in Greek
    Phon- or – Phony means sound in Greek
    Photo- means light in Greek 
    Poly- means many in Greek
    Sauro- or –Saur means reptile in Greek
    Techno- means art or skill in Greek
    Tele- means far off in Greek
    Theo- or -theism means god in Greek
    Thermo- means heat in Greek