Page 57: A Good Newspaper
STUDENT OUTCOME To become aware of cooperation in the home, classroom, school, and community.
INSTRUCTIONAL STRATEGIES Review with students the different parts of a daily newspaper. If possible, bring in newspapers for students to examine and discuss. Have them lo-cate examples of local, state, and national stories. Point out examples that show cooperation and those that show lack of cooperation. Preview the page with students, stopping to explain any unfamiliar words and to talk about possible topics for each news story. Students may complete the activity individually, with a partner, or with a group.
EXTENSION/FOLLOW-UP You may wish to have students complete this activity periodi-cally and discuss their results in small groups.
Page 58: Family Portrait
STUDENT OUTCOME To learn more about family members.
INSTRUCTIONAL STRATEGIES Explain that people often know less about their own family members than they know about others. Suggest that students observe their families for a day before completing the drawing. Have them interview family members to complete the chart at the bottom of the page. Students may use another sheet of paper to add other family mem-bers.
EXTENSION/FOLLOW-UP Have students brainstorm other questions to ask family mem-bers and make a chart on another sheet of paper.
Page 59: My Cooperation Log
STUDENT OUTCOME To observe situations in which cooperation is necessary.
INSTRUCTIONAL STRATEGIES Explain that a log is a place in which to write down thoughts and observations. Students might talk about reading and writing logs they keep at school. Then, explain that a “cooperation log” is a place to write down situations in which they are required to cooperate. After students complete their logs, help them fi nd patterns in what they wrote down. Suggest that they look for patterns in the situations, times of day, and family members present.
EXTENSION/FOLLOW-UP Have students review what they found out about their pat-terns of cooperation and decide on ways they might improve situations in which their coopera-tion was poor. You may wish to have students keep a cooperacoopera-tion log on a regular basis.
Page 60: Flip Sides
STUDENT OUTCOME To observe how cooperating and not cooperating produce different results in a given situation.
INSTRUCTIONAL STRATEGIES Explain that cooperating can make the difference between a situation being good or bad. Read the introduction and the fi rst item. Have small groups discuss the results of cooperating in this situation and of not cooperating. Students may benefi t from completing this activity in small groups.
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EXTENSION/FOLLOW-UP Have groups think of other situations in which cooperation makes a difference. Groups may write their situations on index cards and exchange them with other groups.
Page 61: The Envelope, Please
STUDENT OUTCOME To recognize efforts of family members.
INSTRUCTIONAL STRATEGIES Have students discuss various reasons that awards are given out. Encourage them to discuss awards they have won. Discuss the intent of each award on the page. Have students report to the class about their award ceremonies.
EXTENSION/FOLLOW-UP Have students think of other awards they might make for family members or class members.
Page 62: Help Wanted
STUDENT OUTCOME To identify the qualities of a good partner.
INSTRUCTIONAL STRATEGIES Students may benefi t by working in groups to read the directions and complete the fi rst part of the activity. Students should work independently to complete the second part of the page. Circulate to help students who are having diffi culty. Sug-gest that they take each word from the chart and use it in a sentence about what makes a good partner.
EXTENSION/FOLLOW-UP Suggest that students create a bulletin board display of their Help Wanted ads. Depending on the group, you might actually have them use their ads to choose a partner for classroom activities.
Page 63: A-maze-ing Cooperation
STUDENT OUTCOME To cooperate with a partner to solve a problem.
INSTRUCTIONAL STRATEGIES Review the activity directions completely with students before they begin. You may want to provide student with blindfolds before they begin. Encour-age students to work in pencil and to proceed slowly.
EXTENSION/FOLLOW-UP You may want to have students complete other simple mazes or dot-to-dot drawings in a similar manner.
Pages 64-65: Stranded
STUDENT OUTCOME To cooperate with a group to solve a problem.
INSTRUCTIONAL STRATEGIES You may want to arrange students in groups of fi ve and then guide them through the directions for each section of this activity. For the fi nal section of the activity, suggest that students answer the questions fi rst on their own and then discuss their answers with the group.
EXTENSION/FOLLOW-UP Encourage all groups to talk about their experiences with this activity. Invite them to share ways in which they were able to compromise. You may want to use the same procedure for other group activities in your curriculum.
Page 66: A World of Play
STUDENT OUTCOME To distinguish which activities they do require cooperation.
55 TEACHING GUIDE
THE VALUE OF COOPERATION
INSTRUCTIONAL STRATEGIES If students have diffi culty completing this activity inde-pendently, you may want to have them work in groups to discuss possible responses before they write their own responses. After they fi nish, discuss things that make groups function well and things that hinder a group’s progress.
EXTENSION/FOLLOW-UP Allow students to help make decisions about whether certain classroom activities are better done individually or as a group.
Page 67: A Very Different Picture
STUDENT OUTCOME To understand how cooperation affects the outcome of a situation.
INSTRUCTIONAL STRATEGIES Be sure that students understand the situation at the playground before they begin. Discuss that each person has a different plan and that they will only be able to do one activity at a time. Have students create a scene in which characters are cooperative and one in which they are not. Encourage students to continue each scene on a separate sheet of paper.
EXTENSION/FOLLOW-UP Have students role-play this scenario or others in two differ-ent ways—one time cooperating and the other time not cooperating.
Page 68: The Community Pie
STUDENT OUTCOME To understand how cooperation is necessary in a community.
INSTRUCTIONAL STRATEGIES Discuss the concept of community, and help students identify the community in which you live. Guide students through the directions and discuss how they will complete the page. Explain that they may choose the last two parts of the com-munity themselves. If they have diffi culty, you might suggest that they do schools and post offi ces.
EXTENSION/FOLLOW-UP Bring in guest speakers from various community agencies to discuss their role in helping your community run smoothly. Invite students to ask questions about cooperation.
Page 69: Dear Aliens
STUDENT OUTCOME To recognize cooperation in the community.
INSTRUCTIONAL STRATEGIES Before students begin, review what they have learned so far about cooperation in the community. You may want to have students brainstorm and write lists of reasons before they begin to write their letters.
EXTENSION/FOLLOW-UP Have students discuss their letters with each other. You might also want to have students complete a similar activity about their family or school.
Pages 70-71: It Takes All Kinds
STUDENT OUTCOME To identify how community cooperation can help solve problems.
INSTRUCTIONAL STRATEGIES Read the introduction aloud to students. Explain what a memo is, and discuss why and to whom a mayor would write one. Depending on the ability level of the group, you may need to read aloud the letters and discuss their meanings.
EXTENSION/FOLLOW-UP Have students write similar letters and then exchange their letters with partners. Each student should then write a memo in response to his or her class-mate’s letter.
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Page 72: A Never-Ending Story
STUDENT OUTCOME To identify how cooperation is important throughout all stages of life.
INSTRUCTIONAL STRATEGIES Read and explain the introduction to students. Help students understand the time line. Encourage students to complete the activity independently.
EXTENSION/FOLLOW-UP Have students compare and contrast their completed time lines with other students.
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