Curriculum Planning Tool (Using the Four Literacy Roles of the Learner, Thinking Frameworks and pedagogy chosen with Preferred Learning Styles and Multiple Intelligences in mind.) This Planning Tool facilitates the implementation of the Victorian Essential Learning Standards by explicitly addressing the Educational Principles of : Learning for all Pursuit of excellence Engagement and effort Respect for evidence Openness of mind Esther Weichert 2005 1 . Inclusive Curriculum Planning Tool pro-forma. Unit/lesson/integrated unit : Study of Ancient Societies: Greece Focus: What do I want to achieve with this unit of work? (You should be guided by the Dimensions and Standards of the Domain you are working with. Aim to infuse your unit of work with standards from the Interdisciplinary Strand.) Learning focus Students develop knowledge and understanding about ancient societies and their role in providing the foundations of modern society. This enhances students’ knowledge and use of historical concepts such as time, change and continuity, and cause and effect, and develops a broad historical map. Students explore key concepts of democracy, governance, the rule of law, justice, religion, liberty, authority, leadership, culture. Students begin to use a variety of sources that record the features of these past societies. They investigate daily life, the role and work of various groups, the division of labour between men and women, education, rituals and family. They explore the values and beliefs of societies through their religions, myths and legends, and their social and political structures. Students examine the ways the culture was expressed through art, music, literature, drama, festivals and education. They learn about key events, significant individuals, and the influence of trade and contact with other cultures. Students explore the legacies of ancient societies for Australian society. For example, they consider the origins of democracy in the context of ancient civilisations. Through their investigations, students develop their understanding of change and continuity over time, and the open-ended nature of historical inquiry. Students examine the influence of ancient societies on the present day, and make comparisons with contemporary societies and with present-day Australia. Students begin to frame key research questions to guide their investigations, use appropriate historical evidence to present a point of view, and report on their findings. They learn to use primary and secondary sources, and begin to evaluate historical sources for meaning, point of view, values and attitudes. They reflect on some of the strengths and limitations of historical documents. They use historical concepts such as time, evidence and change, and historical conventions such as documenting sources in both written and visual forms. Esther Weichert 2005 2 . Domains, Dimensions and Standards covered: Standards- History Level 5 Historical knowledge and understanding At Level 5 students analyse and describe key aspects of life in ancient societies. They compare key aspects of past and present societies, for example, social and political ideas and structures, and cultural values and beliefs. They analyse change and continuity over time, sequence events and develop timelines, and use a range of evidence to describe features of past societies. Historical reasoning and interpretation At Level 5 students frame key research questions to guide their investigations, and report on their findings. They use primary and secondary sources in their investigations, document resources, evaluate historical sources for meaning, point of view, values and attitudes, and identify some of the strengths and limitations of historical documents. They use relevant historical evidence, concepts and conventions to present a point of view. Standards English Level Five Writing-reports, Speaking and Listening Standards Communication Level Five Listening, Viewing and Reporting, Presenting Standards Thinking Level Five Reasoning, processing and inquiry, Creativity, Reflection, evaluation and metacognition Standards Interpersonal Learning Level Five Working in teams Assessment Tasks covered: Assessment for Learning: Pre-test on important facts on Ancient Greece, using a KWLH, Visual Maps, Word Sunshine Wheels, Classroom Fishbowls. Assessment as learning: Rubric for process, Rubric for participation, Class Graph, short discussions, Classroom Fishbowls Assessment of learning: Rubric on requirements of set tasks. i.e, Research/Inquiry task, analysis of change, comparison of key aspects of past and present societies. PoLT components covered: 1,2,aspects of 3 (Students’ interests and needs), 4, 5, 6. Esther Weichert 2005 3 . Thinking Tools and Frameworks: Bloom’s Revised Taxonomy: Remembering: Recognise, list, name, describe, identify Gardner’s Multiple Intelligences and a variety of other thinking tools and frameworks, are manifested in the pedagogy chosen to facilitate the set focus. Literacy across the learning contexts: Code Breaker Learners ask: What do I need to know in order to cope with this task? Teachers in all learning contexts ask: What prior knowledge of language and thinking do students bring to this activity? What explicit teaching will support students in coping with this activity / task? Literacy emphasis is on Possible Strategies and tools rules and skills: (teachers add the strategies they are familiar with and those they learn from professional reading and from collegiate group interactions) Recognising and using the alphabet, sounds, Pre-teaching of vocabulary & specialist terminology Analogies words, sentences, letter Word splash Song Hunter relationships Glossaries and Taxonomies / word classification. My Star Skimming and scanning the text Question Matrix: What is?..Who is?.. Text type / genre Using headings, titles and illustrations to make Where is?..How is?..What Can?.. Text design / layout predictions KW ( from KWLH ) Spelling accurately Word Wizards Thinker’s Keys ( Alphabet and reverse ) Grammar, punctuation, Context clues Analogies syntax and vocabulary Graphic outline / organiser appropriate for this level Habits of Mind: Persisting, Thinking of literacy and thinking. Flexibly, Striving for accuracy, Applying Facts File responsible Risks Number Cruncher Think-pair-share People Search Co-operative learning strategies De Bono’s White Hat Esther Weichert 2005 4 . Select and list the strategies Lesson/Unit content (pedagogy) which will be most Before unit activities: appropriate to facilitate the Use the KWLH chart, or a Visual Map, or a Word Sunshine Wheel, or organise for a Classroom chosen focus and achieve the Fishbowl, to show how much you know about any aspects of the Ancient Greek World. set standards. My explicit teaching: Unit Activities: 1. Use the Alphabet Key to record words from A-Z, which have to do with the geography of Greece. You Thinker’s keys can include the names of towns, cities, rivers, mountains, seas, neighbouring countries, valleys and so on. Hats (review) Habits of mind (Review) 2. Create a visual representation of what you think a day in an Ancient Greek town would be like. Think of Pre-teaching of specific the jobs and responsibilities different people would have, what the town infrastructure would be like, what vocabulary people would wear and eat etc. You can either draw or use pictures from magazines or the internet. You Word taxonomies can consider drawings on vases, walls of palaces, secondary sources such as your text book. What is one People search thing one would not find in your drawing? (Reverse Key) Revisit HoM 3. Use the White Hat to record what the ancient Greeks believed about Medicine, Astronomy and My assessment FOR learning: : Pre- Mathematics test on important facts on Ancient Greece, using a KWLH, Visual 4. Do a People Search on the following figures from ancient Greece: Alexander the Great, Odyseus, Pericles, Maps, Word Sunshine Wheels, Aristotle, Pythagoras and Archimedes. Which of these figures would your maths and science teachers be Classroom Fishbowls. interested in and why? 5. The Habits of Mind you need to complete the work in this unit are: Persisting, Thinking Flexibly, Striving for accuracy, Applying responsible Risks. What habits did Odyseus use to come up with the idea of the Wooden horse? Esther Weichert 2005 5 . Thinking Tools and Frameworks Bloom’s Revised Taxonomy: Understanding Interpret, explain, infer, summarise, paraphrase Gardner’s Multiple Intelligences and a variety of other thinking tools and frameworks, are manifested in the pedagogy chosen to facilitate the set focus. Literacy across the learning contexts: Text Participant / Meaning Maker Learners ask: What does it mean to me? (How well do I understand the task, how well do I understand the texts I need to use.) Teachers in all learning contexts ask: o What knowledge do students bring to the meaning of this text? o What explicit teaching will support students in understanding and interacting with the meaning of this text? Literacy emphasis is on the knowledge of the topic that the Possible Strategies: ( Pedagogy ) participant brings to the text: (teachers add the strategies they are familiar with and those they learn from professional reading and from collegiate group interactions) Background or prior knowledge Comparing own experiences Concept maps / mind maps – Graphic Fat / skinny questions Comparing experiences with Organisers ( Star bursts, Chain of Events, Tri- Maths Jigsaw other texts Pie ) Sequence Chart Reflecting on interests in Read and retell Written Text / picture sequencing these texts Guided reading Three level guides Cultural experiences Predict / observe / Explain (POE) Co-operative close General or world knowledge Compare and contrast Thinker’s Key ( Question Key ) How are these texts Similarities & differences Question Matrix: Why did…, How did…., Where constructed to make De Bono’s White Hat did…, What did… meaning? Hot Seat Habits of Mind: Questioning and Posing Team Webbing. Problems, Thinking Flexibly, Gathering Data Cooperative controversy. Through all Senses, Taking Responsible Risks, Reciprocal teaching Remaining Open to Continuous Learning, Information gap Listening With Empathy and Understanding. Improvement Rubric (Maths) Esther Weichert 2005 6 . Select and list the strategies Lesson/Unit content (pedagogy) which will be most 1. What pieces of information would help describe the location of Greece. appropriate to facilitate the chosen focus and achieve the 2. The answer is Democracy. What are some of the questions? set standards. The answer is Parthenon. What are some of the questions? The answer is Trojan Horse. What are some of the questions? (Question key) My explicit teaching: 3. Create a word search on the following: Gods and Religion, Democracy and politics, The Olympic Games, Art Reciprocal teaching and Architecture. Read and retell Graphic organisers-Venn 4. What happened to people who were ostracised from Athens? (Question matrix) Team webbing on Athenian and Australian Democracy 5. Use a Venn diagram to show the similarities and differences between Democracy in Athens and Democracy in Australia. What has remained the same? What would an ancient Athenian citizen think if he was to spent time My Assessment AS learning: in Australia today? (graphic organiser) Graffiti Board of all answers to 6. Look up the word Spartan in the dictionary. Why do you thing it has to have such a meaning today? (Question question 7 matrix) Peer assessment rubric on 7. List three things that women do today, which ancient Athenian women could not do. question 5 (students identify what 8. Design and decorate an Athenian pot. Explain why you chose the particular decorations that you did. (Written is important to include in the text/picture sequencing) rubric) Esther Weichert 2005 7 . Thinking Tools and Frameworks Bloom’s Revised Taxonomy: Applying ; Implement, carry out, Using information gained in different or familiar situations Gardner’s Multiple Intelligences and a variety of other thinking tools and frameworks, are manifested in the pedagogy chosen to facilitate the set focus. Literacy across the learning contexts: Text User: Learners ask: What do I do with this text? What text am I asked to produce? Teachers in all learning contexts ask: What knowledge do students bring to the social purposes and uses of this kind of text? What explicit teaching will support students in using and producing the texts? Literacy emphasis is on Possible Strategies: Gathering / Sorting tools ( PCD, SCUMPS.) understanding the purposes of Stakeholders PMI and uses of different texts : Modelling and construction of texts Share and justify a personal response to a text Summarising a text De Bono’s Blue and White Hats Understanding cultural and Graphic Organisers Question Matrix: How can…, What can…, Why social factors & contexts Data Charts can…, Who can… Structure and features of text Note Making / note taking Thinker’s Keys: Construction Key types – Purpose & Audience Research Grids Habits of Mind Options & alternatives for text Paired Partner Problem Solving (Maths) ( 1,4,6,7,8,9,13,14,15,16 ) to convey meaning (written, Graph it. (Maths) oral, graph, film, art, Stock Exchange (Maths) Add your own technology, etc. ) Round Table Mobile Maker Writer’s Workshop The Hamburger Model for writing paragraphs Body Sculpture (The Arts) Line Ups Detective Esther Weichert 2005 8 . Select and list the strategies Lesson/Unit content (pedagogy) which will be most 1. Create a mobile with information on the following: either the gods of Olympus or the different kinds of appropriate to facilitate the ancient Greek art chosen focus and achieve the set standards 2. Use the PCD organiser to explain the problem of Greece being a mountainous country. Examine it from the point of view of trade, life style, communication, war strategies, diet or anything else you might consider important. You are required to do a PCD on two aspects only. My explicit teaching: 3. You are a private detective for the government of Sparta. What would you be expected to report on? The use of PCD (problem solving thinking organiser) 4. In a specially gift wrapped parcel, give one of your class mates one of the ‘gifts’ of the Ancient Greeks and Note making/ note taking explain how this gift has impacted on our lives today. My assessment AS learning: Oral presentation of PCDs- peer response/comments from two class members. Use the following structure: Is the chosen problem clearly articulated? Are the consequences identified logical and realistic? Are the decisions/solutions offered plausible? Esther Weichert 2005 9 . Thinking Tools and Frameworks Bloom’s Revised Taxonomy: Analysing Compare, Contrast, Organise, Deconstruct, Separate, Distinguish. Gardner’s Multiple Intelligences and a variety of other thinking tools and frameworks, are manifested in the pedagogy chosen to facilitate the set focus. Literacy across the learning contexts: Text Analyst Learners ask: What does this text mean to me? Where do I position myself towards this text? Teachers in all learning contexts ask: o What knowledge do students bring of the ways this text is designed to represent particular point of view and interests? o What explicit teaching will support students in developing critical language awareness of the ways language works to create particular meanings? Literacy emphasis on Possible Strategies: understanding that ideas and information are not neutral Stakeholders PMI and can be challenged: Habits Of Mind ( Questioning and posing problems, Thinking and Communicating with clarity and precision, Responding with wonderment and awe, Thinking Interdependently. ) Recognising the author’s Problem solving (CoRT thinking ) purpose in creating the text De Bono’s Red and White hats What is excluded from the Debates / Alternate positions text? Thinker’s Keys :Picture Key, Disadvantages Key Is there a message in the Critical / Analytical thinking Frameworks: Taylor’s Multiple Talent Model. text? Analytical Writing Frames Recognising bias & points Graphic Organisers: Comparison Alley, Starburst, Bridges, Mind Wind, Stair Steps, Fishbone of view Diagram, Mind Maps, Lotus Blossom, BAR, SCAMPER. Expressing ideas or Question Matrix: What Would…, Who Would…., How Would…, Why Would…, information Problem Solver Expressing an alternative Classifier position to the one in the Media Watch text Perspeculator Critical literacy Explain why people might interpret a text differently. Esther Weichert 2005 10 . Select and list the strategies Lesson/Unit content (pedagogy) which will be most Research Project: Olympics appropriate to facilitate the chosen focus and achieve the Focus question: Ask: How and why has the nature of the Olympic games changed in modern times? set standards Investigate: Form Inquiry questions, identify sources, look for information, record relevant information. My explicit teaching: Create: Compile a report on your findings Explain the inquiry process Help students understand the Discuss: Share your ideas with others nature of inquiry questions and then proceed to negotiate Reflect: take the time to look back at the question, the research path, and the conclusions made. Has a solution questions they wish to use as been found? Do new questions come into light? What might those questions be? basis for research. Teach ‘Hot Seat’ strategy for sharing ideas My assessment of Learning: Reflection, self assessment of the research process Teacher rubric for the research process including a report Esther Weichert 2005 11 . Thinking Tools and Frameworks Bloom’s revised Taxonomy: Evaluating: Check, Critique, Judge, Justify, Hypothesise, Rank, Substantiate, Argue, Validate and Assess. Gardner’s Multiple Intelligences and a variety of other thinking tools and frameworks, are manifested in the pedagogy chosen to facilitate the set focus. Literacy across the learning contexts: Text Analyst Learners ask: What does this text mean to me? Where do I position myself towards this text? Teachers ask: What knowledge do students bring of the ways this text is designed to represent particular point of view and interests? What explicit teaching will support students in developing critical language awareness of the ways language works to create particular meanings? Literacy emphasis is on Possible Strategies: understanding that ideas and information are not neutral and Stakeholders PMI can be challenged: Habits Of Mind : Thinking About Thinking, Questioning and Posing Problems, Managing Impulsivity, Thinking Flexibly. Recognising the author’s Problem solving (CoRT thinking ) purpose in creating the text Six Thinking Hats : Green Hat, Yellow Hat, Black Hat What is excluded from the Debates / Alternate positions text? Evaluation strategies: KWLH Is there a message in the De Bono’s Thinking Tools text? Thinker’s Keys: Combination, Inventions, Ridiculous Recognising bias & points of Directed Thinking: Why No?, Why Wait?, What Else?, Way to Go. view Divergent Thinking Expressing ideas or Critical/ Analytical Thinking Frameworks: POOCH, PCD, PMI, SCAMPER, information Argument / persuasive Frames Expressing an alternative Graphic Organisers: The Funnel, Playoffs, See/Saw. position to the one in the text Question Matrix: What might…?, Where might…?, When might…?, Which might…?, Who might…?, Critical literacy Why might…?, How might…? Explain why people might interpret a text differently. Esther Weichert 2005 12 . Select and list the strategies Lesson/Unit content (pedagogy) which will be most appropriate to facilitate the chosen focus and achieve the set standards. 1. Write a newspaper article on one of the following events from Ancient Greece: Alexander’s death, The conquest of Troy by the Greeks, Winning the marathon in ancient Greece and in Bejing 2004, Trial by jury in ancient Athens, a night at a Greek theatre. Explicit teaching: Writing newspaper reports Skimming/scanning texts NEWSPAPER REPORT (newspaper articles on women’s voting rights in Iraq Purpose: To inform the public of current events. Focus: World events, national events, local events, current issues. FRAMEWORK Reduced language title. Sometimes deliberately Headline ambiguous to attract attention. Writer’s name. By-line , Summary of most important information, The lead i.e. who, what, where, when and how. Esther Weichert 2005 13 . Most important point Details. Next most important point Can include comments from eye witnesses, interested parties who Next most important point hold opposing views. Least important point Conclusion Often concludes with consequences, possible future leads. NEWSPAPER REPORT Language Features Commonly Used Avoid using Tense The headline is written in the - in the headline present or past tenses: e.g. ‘Acid spill Forces Evacuation’ Iraq Rapped Over Human Rights.’ - in the body of the report Avoid changing tenses for no reason. The body of the report is generally written in the past tense (report on what has happened): e.g. ‘…warned yesterday’ ‘has shocked and angered people’. Esther Weichert 2005 14 . The present tense is used to describe the present situation. (events/ situations not yet finished) e.g. ’The Prime Minister faces a tough election.’ ‘The figure represents a dramatic drop.’ The future tense is used to describe future events. e.g. ‘The judge will give his decision tomorrow.’ ‘The defense will question…’ Point of view The third person objective point Avoid writing in the second person of view, i.e. he, she, they, it, point of view (you) or the first person people’s names. point of view (I, we). Neither the first person not the writer’s ideas or feelings are Avoid revealing your thoughts and included in the report. The feelings, passive is used instead. e.g. ‘I think the captain was very stupid e.g. ‘The captain was asked…’ and found it difficult to interview…’ ‘Enquiries were made…’ ‘I made tedious inquiries…’ Vocabulary Words that signal time: Avoid confusing the reader about e.g. ‘Yesterday’, ‘…now working’, when exactly events occurred. ‘are occurring daily’, ’since Friday’, ‘about 10.45 pm’. Vocabulary related to the event – Avoid using non-specific vocabulary time , place, people involved. that doesn’t reveal time, place people e.g. ‘The Queen Elizabeth II limped involved. into Boston Harbour on Monday as e.g. ‘A big boat with engine trouble U.S. Officials tried to determine…’ arrived in a port in the U.S.A. sometime this week.’ Esther Weichert 2005 15 . 2. How important is the work of the following ancient Greek scientists in our life today? Hippocrates, Aristotle, Erasistratus, Pythagoras, Anaxagoras, Eratosthenes, Archimedes. Give an answer as if you were the following people: A doctor A scientist A mathematician A patient A student of maths A farmer 3. How has the role of women changed since the days of ancient Greece? Did all city states have the same rules and regulations regarding the status and role of women? Do all modern societies have the same rules on the status and role of women? Investigate changes in women’s rights in Iran and Iraq during 2005. Esther Weichert 2005 16 . Thinking Tools and Frameworks Bloom’s revised Taxonomy: Creating: Design, Construct, Plan, Produce, Make Gardner’s Multiple Intelligences and a variety of other thinking tools and frameworks are manifested in the pedagogy chosen to facilitate the set focus. Literacy: Text Analyst Learners ask: What does this text mean to me? Where do I position myself towards this text? Teachers ask: What knowledge do students bring of the ways this text is designed to represent particular point of view and interests? What explicit teaching will support students in developing critical language awareness of the ways language works to create particular meanings Literacy emphasis is on understanding that ideas and Possible Strategies: information are not neutral and can be challenged: Stakeholders PMI Recognising the author’s Habits Of Mind: Thinking About Thinking, Questioning and Posing Problems, Managing Impulsivity, purpose in creating the text Thinking Flexibly. What is excluded from the Problem solving (CoRT thinking ) text? Six Thinking Hats : Green Hat, Yellow Hat, Black Hat Is there a message in the Debates / Alternate positions text? Evaluation strategies: KWLH Recognising bias & points of De Bono’s Thinking Tools view Thinker’s Keys: Combination, Inventions, Ridiculous Expressing ideas or Directed Thinking: Why No, Why Wait, What Else, Way to Go information Divergent Thinking (an integrated approach to thinking) Expressing an alternative Critical/ Analytical Thinking Frameworks: POOCH, PCD, PMI, SCAMPER, position to the one in the text Argument / persuasive Frames Critical literacy Graphic Organisers: The Funnel, Playoffs, See/Saw and more. Explain why people might Question Matrix: What might…?, Where might…?, When might…?, Which might…?, Who might…?, interpret a text differently. Why might…?, How might…? Esther Weichert 2005 17 . Select and list the strategies Class Olympics (pedagogy) which will be most appropriate to facilitate the chosen It's around 480 BCE. You are an Olympian contestant, representing your city-state at the Olympic Games! How focus and achieve the set standards would you behave? Let's find out! Use different resources to identify content which will help to create a profile of the following ancient Greek City States: Sparta, Athens, Corinth, Argos, Megara. Materials: All teams must have the following: Handouts o Profiles of 5 Greek Matching arm bands city-states, compiled by groups of students A flag designed to promote the achievements of their city state using different Team chants to reflect the profile of the city states resources ( Code of behaviour which reflect the characteristics of the society of each city state o Use SCAMPER to A salute for their fellow citizens create suitable Olympic Events, which can take PREPARE FOR THE GAMES ( use SCAMPER to create games or use the following games) place at an identified location at school. Opening Procession. ( Play Chariots of Fire) Paper, crayons, colour pencils, or paint Report to the agreed location on time! Join your city-state and form a line behind the person holding your flag. A bag of bows (red, white, and Make sure you are wearing your arm band and you remember your chant NO talking! Line-up alphabetically by blue) to use as prizes teams, with flags. March into class. Be disciplined. Stay in line while marching around the table, in the middle of Tape recorder, music the room. Continue marching until all Olympians have entered the classroom and have marched around the table appropriate for Olympic in the middle of the room, at least once. Lead team (Argives), stop at the podium in the corner. Quietly await the procession. (I used the instructions of your Olympic coordinator (your teacher). You are Olympians, the finest of all the Greek athletes! Chariots of Fire) Hold your heads high! After my students negotiated their games with me and with their peers, I Olympic Tongue Twisters. One member, selected in advance, from each team. Selected Olympian will bought the games form the Two say, three times, the tongue-twister they have drawn at random from the Olympic Tongue Twister Shoebox. The Dollar shop. Olympic coordinator (the teacher) or her nominee, will time this event. Best time wins! First place receives a Esther Weichert 2005 18 . bow. Send a runner (but walk!) to stick this bow on your flag! 1. Miss Smith’s fish-sauce shop seldom sells shellfish 2. There’s a sandwich on the sand which was sent by a sane witch. 3. Buckets of black bug’s blood. Assessment OF learning: 4. Five fat friars frying flat fish. Class Participation rubric. 5. Betty bought some bitter butter and it made her batter bitter, so Betty bought some better butter to make her batter better. 6. Ray Rag ran across a rough road. Across a rough road Ray Rag ran. Where is the rough road Ray Rag ran across? 7. To begin to toboggan first, buy a toboggan. But do not buy too big a toboggan. Too big a toboggan is too big to buy to begin to toboggan. 8. She had shoulder surgery. 9. She sells seashells on the seashore. The seashells she sells are seashore seashells. 10. I would if I could, and if I couldn’t, how could I? You couldn’t, unless you could, could you? Sticky Ball. All Olympians compete. Each member of each team throws a ball that sticks to a felt griper, as far as they can. All Olympians compete in this activity, and receive a total team score. Best team score wins! First place receives a bow. Send a runner (but walk!) to stick this bow on your flag! Music Appreciation (Humming). Three Olympians per team. Hum the tune you have selected for the Olympics coordinator (the teacher). Try to select a tune your Olympic coordinator might know. Best tune wins. First place receives a bow. Send a runner (but walk!) to stick this bow on your flag! Boxing (Items in a Box). One member, selected in advance, from each team. Each selected representative will proceed to the "Boxing" Arena, where you will be shown one box full of items for 20 seconds. You will have one minute to write down everything you can remember. Best score wins. First place receives a bow. Send a runner (but walk!) to stick this bow on your flag! Ball in a Basket. All Olympians compete. Your goal is to toss balls into a basket. Best count wins. Team score. First place receives a bow. Send a runner (but walk!) to stick this bow on your flag! Art Recognition. One member, selected in advance, from each team. For this one, you'll need to use the white board or an overhead projector. A member from each team will select at random (from the Olympics Art Appreciation Shoebox) an item to draw. Your team-mates must guess what it is. Best time wins. First place Esther Weichert 2005 19 . receives a bow. Send a runner (but walk!) to stick this bow on your flag! SOCCER: Two members form each team to participate. The team that scores the most goals wins. Each member has two attempts at scoring a goal. First place receives a bow. Send a runner (but walk!) to stick this bow on your flag! Award Presentation. Honour First, Second, and Third place winners. Winners selected by totalling number of events won at the Olympics. Take your place to be honoured! All Olympians cheer winners - HAIL HAIL! The Olympics coordinator will present olive branch, for you to carry proudly around your school for the day. Closing Procession. All city-states get your flags. NO talking! Line up by city, alphabetically by teams, with flags. March proudly around the table at least twice. Exit the Olympic Arena. When all Olympians have exited the Arena, the games are officially over. Esther Weichert 2005 20 .
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