DOCUMENT RESUME

ED 235 114 SE) 022 502

TITLE Swap Shop: Original Teaching Ideas Submitted byReaders of "Learning" Magazine.

INSTITUTION ERIC Clearinghouse on Teacher Education, Washington,D.C.

PUB DATE 83NOTE '

24p.; A.compilation of columns from Eight IssueS,Augutt to November 1982 and January to April/May1983.

PUB TYPE Collected Works - Serials (022) Guides 7 ClassroomUSt Guides (For Teachers) (052)

JOURNAL CIT Learning; v11 n1-4,6-9 1982-1983

EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS Art Activities; Class Activities ; Dramatics;

Elementary Education; Elementary School Mathematics;Hobbies; *Learning ActivitieS; Oral Language; SelfEsteem; *Teacher Developed Materials; *TeachingMethods; Vocabulary Development; Writing Exercises

IDENTIFIERS PF Project

ABSTRACTThis collection of classroom ideas for the elementary

school teacher contains learning activities, teaching methods, andsuggestions on a wide variety of topics._The 22 teacher-submittedarticles include ideas ,on writing, art, getting acquainted,vocabulary, self=esteem, open hoUse, Halloween, mathematics, drama,hobbies, Valentine's Day, .oral language, and summer projects. (DC)

************************************************************************ ReproductionS supplied by EDRS are the best that can be made *

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SWAP SHOP: ORIGINAL TEACHING IDEAS SUBMITTED

BY READERS OF "LEARNING" MA:_AZINE.

A COMPILATION OF COLUMNS FROM EIGHT ISSUES,

AUGUST TO NOVEMBER 1982 AND JANUARY TO APRIL/MAY 1983

Compiled by

The ERIC Clearinghouse on Teacher Education

Washington, DC

Reprinted by special permission of LEARNING; The Magazine for Creative_

Teaching, C) by Pitman Learning; Inc., 19 Davis Drive, Belmont, CA 94002.Ci

1_,

Ideas,

eaders of Lean/big

p Shop

oe

Tap local talent to stimulate writing

If your best efforts to generate en-thusiasrn for writing have broughtabout a subdued response, considerholding a special event that givesgreater status and excitement towriting: a writers' conference. Startresearching your community this sum-mer to discover resource people con-nected with Writinglibrarians,storytellers, authors, newspaperreporters, editors. illustrators. Find outif some of these specialists would bewilling to share their expertise in aninformal workshop setting.

The conference, beginning afterschool and_closingafter a potluckdinner (a parent group could take onthis responsibility), might Consist oftwo hour-long sessions with a choiceof work: hops for each hour. Theworkshopsopen to students of allages as well as to parentscould

Art by Chad Kubo

focus on storytelling activities. onpoetry or newspaper writing or onspecific writing techniques: It's impor-tant that hands-on participation,rather than lectures or demonstre-tions, be the order of the day===apolicy to emphasize when making ar-rangements with presenters.

You may want to plan for an inspir-ing event, such, as a musical act or apoetry reading, to kick off the pro-gram. and perhaps for a post-dinnerwrap-up session.

Prepare a writers' conferenceinvitation/program offering briefdescriptions of classes; introducing .

the presenters, 'outlining the scheduleand providing a registration blank(You might also include a sign upform for dinner contributions.) Makeenough copies for both school andhomadistribulkin

3

The writers' conference can boostthe image of writing, providing manystimi 'feting experiences along withpractical tips that participants canapply to their own work. It's alsoa fine opportunity to provide a positivelink between home and school.Idea by: Joan Stommen, DoyonSchool, IpsWich, Mass. *

Learning magazine will pay-US fororiginal teaching ideas selected torpublication in Swap Shop and $10 fororiginal teaching ideas selected foruse in Idea Place. Suggestions will notbe retume,i; so you may wish to keep acopy of your idea for future use. Limityour item to 600 words and submit it-along with a self-addressed stampedenvelope; to: Swap Shop, Learning,

:7530 University Avg pals, Alto CA

LEARNING, AUGUsr 1982 57

Meta by Re atk is of licarrithig

--Ureate beauty from burlap through cooperative class crafting'

Having kids_vvork together to createan oversized art piece crafted increwel can strengthen the group-cooperation aspect of your first-of-the-year plans. (If crewel isn't one of yourskills; it might be something to lookinto this summer.)

For this venture into the crewelworld you'll need a couple of yards ofbrightly colored burlap, scrap lumberfor building a stretching frame (agood vacation-time project), a staple

,gun for attaching the burlap to theframe, crewel needlet, and a sizablequantity of odd yarn bits. (The kidscan help Supply these later Oh.)

The class may choose to stitch aseasonal picture, or to illustrate aproverb or poem (original or old favor-ite): They'll be able to work on the

74 LEARNING. AUGUST 1982

project independently after an intro-duction to a few basicsthe satinstitch, an outlining stitch-and thebackstitch, for examgle. The Open=weave fabric accorr modates big; boldstitchingthe bettcr for novices toget the needle in.

Set -up the mural project in a Con-venient location and have stitcherssign up to work in groups of four orfive at a time As the design begins tocome alive, the work slots should fillup fast. And before long, the finiShedart piece will be ready for display

.where others can enjoy it (and compli-ment the kids on their collectivedexterity).

Don't be surprised if the success ofthe class mural project prompts indi-viduals to create their own crewel

craf pieces for gifts or to com-memirate special events.

Witt, a little summer preparation,

0a,

9

you may Le keeping the class in ' Istitches all year long.Idea by: Kathleen Emmons, LinntownElementary School, Lewisburg, Pa.

Learning_ magazine will pay $25 fororiginal teaching ideas selected_ forpublicatibil in Swap Shop and $10 fororiginal teaching ideas selected foruse in Idea Place. Suggestionswill notbe returned: so you may wish to -keep acopy of your idea for future_ use. Limityour item to 600 words and Submit it,along with a self7addre§Sed stampedresponse envelope. to: Swap Shop.Learning,_ 530 University Ave., PaloARO, CA 94301:

Art by Chad Kato

Ideas byBurs of I iearning

pShop

The strangeness of a new room; anew teacher and. very likely. newclassmates doesnichange into easyfamiliarity overnight. And for the lessassertive child, getting acquaintedcan be particularly dying. To Help stu-dents learn about and feel more corn:fortable with their new classmates. trythis protect during the first_feWweeksOf the school year.. (The fact that writ-ing and drawing skills are exercisedi-i the process is an extra bonus.)

PrbVide each child with a folderlabeled "My Special Friend." Thenprepare a name-draw box and everymornino_have each child draw out aclassmate's name. The person whosename is drawnbecomes that child'S"special friend" for the day: (Logisticsnote: there's a recjprocal aspect toany name-drawing project: each childwill be both the giver and receiver ofspecial attention and may need helpin managing bOth eble8.)

Outline_for_children the two basicactivitie fOr the project:

1._ Write one or two questions toask the person whose name you've

Aone-to=one approachfor aetting aCquainted

drawn. (You may_want_to suggestareas of questioning: e.g.. summer ac-tivities: favorite things: tbriny experi-ences:) Ask your questions at snacktime: write dbwilyOur special friend'sanswers: and file them in your folder.

2. DraWa picture for your specialfriend. -(The drawing might depict oneof the favorite_ things or funny experi-ences revealed ii_the question-and-.answer interchange.) Write your nameat the bottom of the picture. On theback of the picture: write somethingyou like about your special friend.

Set aside alime for children todeliVer their drawings. At this timethe_ children may also want to shareWith the Clas8 the inf.)rmation theylearned in their interviews. alongwithcomments. discussion and acknowl-edgement of similar interestsastime allows:

As the project continues. eachclass memberemerges asa inprecomplete individual. and the class-room should becorme more comfort-able and familiar for all.Idea by: Donna Anderson.Spericerpori. N.Y. fi

Learning magazino_will pay S25 fororiginal teaching ideas selected_ forpublication in Swan Shop and $10 lotoriginal teaching ideas selected foruse in Idea Place_ Suggestions will notbe returned: so_you may wish to keep acopy of your idea foi tOtOre use: Limityour item to 600 words and submit it.along with a self-addressed stampedresponse enyelope._to Swap Shop.Learning._ 530 University Ave.; PaloAlto. CA 94301

56 . LEARNING. SEPTEMBER 19821 yr D-30 KtIOC:

ideas bY TS Of .ell. iallg

Swap Shop

Ways to help studentsAs is frequently the case with_oldsaws. Use a word ten times and itsyours" has a measure of merit. Butproviding the quota of diverse and di-verting ways to use vocabulary-liStwords can be a strain on creativity.These suggestions may help.

Vodabe-wall;.Use the space abovethe chalkboard orbulletin boards for a"Vocabu-wall;" a cumulative vocabu-lary list. (Or make a vocabu -door orvocabu post.) When a student hasfound a new word and fully investi-gated its meaning and usage, the

arieberemember the wordsword can be copied onto a construc-tion paper "brick" for the word walland introduced to the class by its

sponsor.Once the vocabu-wall is complete,

it becOmes the focus of a variety of_

spare-minute, teaCher=direttedlearningS;

Tell about situations in whichpeople might be desperate. What areways that people ShoW desperation?

Summon a classmate with yourhand or your head.

Stand with arms akimbo.

Pantomime disgust, enthusiasm;suspicion pandemonium.

The wall may also be used for wordhunts, following a Twenty OUestionsformat. A student chooses a word, andothers try to guess it by posing suchquestions as: Does the word have asuffix? Is it a cerripotkid word? Does ithave fewer than four syllables? DoeSthe word mean ... ?

With a vocabu-wall its easy toachieve a ten -times tally for a newword.Idea by: Lola Mares; Des Moines,Iowa.

Creative Cartoons. Each studentchooses a vocabulary-list word anddraws an original caroon thai conveysthe meaning of the word without usingthe word. The child then captions thedrawing With/he word the cartoondescribes.

Symbiotic Synonyms; A studentwrites a vocabulary word in large let-tera across the center of a piece ofpaper. Then, using a dictibriary ortheSaUrus, she looks tot synonyms toattach to the word crossword - puzzlefashion. _

.Ideas by: Donna H. Gibson. German-town. Tenn.

Learning magazine will pay $25 fororiginal teaching ideas Seletted forpublication in Swap Shop and $10 fororiginal teaching ideas selected foruse in Idea Place. Suggestions will notbe returned: so you may wish to keep acopy of_your idea for future use. Limityour item to 600 words and submit it,

albrig with a self-addressed stampedenvelope, to: Swap Shop; Learning;530 University Ave., Palo Alto, CA94301.

. 68 LEARNING. SEPTEMBER 1982

Ar: by Chad f( tibo

ideas by Reatkrs of Learth g

Swap Shop

Two techniquesacknowledgingaccomplishmentsAlthough we hope that students enjoythe intrinsic rewards of personalachievement. offer.ng a few extrinsicawards along the:way can help polishseer- images.

Record-keeping Record. Let the"top_30" in your class Cut hit albumsto impress their public and to serveas personal reminders of performingexpertise. Make a duplicator master ofa facsimile phonograph recordconcentric circles defining fiVe or six"bands" surrounding a center label.Separate the disk.iritoiWedges anddesignate each section witda sub).eatarea (or provide a separate "record"for_each subject).

Supply each student with a record.The student marks the band_separaterisiwith black; cuts out therecord and puts his_or herniame onthe label as "performing artist."Records are then stored Or postedwhere they are easiiy_accessible_forrecording sessions. Whenever a stu-dent acquires:a speeific skill_ orachieves a-particular level of masteryIn one -of the areas named on therecord. he Or she may note the eventon one of the bands (Primary graderecording artists may need technicalassistance.)Whenthe record-iS filledWith skills. the student supplies a titleand designs an album cover. Theber-former then goes.on to higher levelsof success with platinum and goldrecords of,solid. hits.Idea by: Kozette Van Natta: Orlando:Fla.

"Show -off" Letter. Like a -generalheavy with medals (or a travel vanablaze with stickers boasting sight-seeing conquests). a student's_ displayof triumphs and accomplishments canbe impressive and colorful, Rrovidelarge pieces of oaktag or sturdypaperfrom which students may cut their firstinitialS. The letters should he tall andfat. providing the maximum surfaCespace.

Find a fairly permanent place toPost the letters (each identified withthe student's name) for the upcoming

.school year. The letters areito serveas_bersonal bulletin boards forrecording individual achievements:and participation in school activities.

Simple symbols can say it all F-or

example, a musical note couldcate.participation chorus: a palette.art club: an SC design: student -coun-cil. For some items particularly themeeting of individual goals---studentsmay make up'their own symbols. And;of course: if stars or other emblems of

outstanding achieve.ment_or honor-able service are collected. these too.can be placed on the studentiS awardletter.

The empty initiaI.SOfSepteMber willbe filled to the edges as June ap-proaches. And as each achievementis made public. with the appropriatesymbol, it can be fLitther recognizedwith the conoratulations ofletter-watching peers and parents.Idea by:Fran Castiello BradleyS-chO01. Derby. Conn

Li.au)Ing magwine..N_Ill pay 525 fororiginal teachind ideas seiected forpublication in Sap Shod and $10 fororiginal leaching ideost;eiected fbruse in IdeaPI;,(70 scions will notCO returned: so.you may wisp to keep a-copy of yOtir ide-a for future use Limityour item to 600 v.Ord,, and submit It,

with a Suit-addressuj stampedresponse envelope to Swap Shop.

,,LE":,arm_no_ 53_0 University Ave . PaloAlto, CA 94301

124 LEARNING SEPTEMBER 1982t.. .11 tt...0'

Ideas b_ Realeks of I ,eornim;

Taped classmom7bursPut your room "on record" for open house

YOU,. ClaSSroorri, readied for openhouse visitors, may in no way resem-ble a trade fair display or a touring artextravaga.iza. But you_cari borroW atechnique used at many such exhibitsto provide visitors with on-the7Spot in-formatirn and guidance: the tapedtour.

With your students, list points ofinterest in your roomcenters, dis-plays. special equipment or materials.Then invite each student to select one

"stop" and prepare_a short summaryabout it for taping. Summaries will .

need to be reviewed-7perhapsShortened, probably revised andrewrittenin order to achieVe a coor-dinated program: And, of course, stu-dents will need to practice readingtheir summaries aloud before tailing.

Plan to haVe each recorded (.e-script ion preceded by an introc'uctionOf the speaker, You might also con-sider numbering the various sites

having students announce the a_p_propriate numbers on the tape for theconvenience of listening visitors.

Here's an example of one possiblesite description:

This is Janis Benson at Site No. 6.Look at the space above the chalk-board. That's our "vocabu-wall."The words you see are the ones wefound in our independent reading.Sometimes we play games withthese words to expand ourvocabulary:You can end the taped tour with a

short speech thanl(ing guests for com-ing. and perhaps asking them to signa guest register.

If students prepare two or threeidentical tapes. you'll be able to ac-commodate more visitors:

When the open hbuse dbings areover; -you might save a tape to _repla!next fall to review the projects thatwere under -way at open house_

. time and to recall the special youngpeople who taped the tour.Idea by: Lola R: Mapes. Des Moines,Iowa.

Learning magazine will pay $25 fororiginal teaching ideas selected forpublication in Swap Shop and $10 fororiginal teachirig,ideas selected forUse in IdeaPlace. Suggestions will notbe returned: so YOU may wish to keep acopy of your idea for future use Limityour item to 600 words and submit italong with a self-addressed stampedenvelope. to: Swap Shop: Learning,530 University Ave:. Palo Alto; CA94301.

84 LEARNING. OCTOBER 1982Au by Dennis Zermenski

Ideas by Re rs of Learning

Swap Shop

soyGhoulish gifts for the spook season

As the 12 days of Christmas movedsomeone's true love to_present alavish array of amazing (anddecidedly bilarre) gifts, the spirit(s)of Halloween may inspire your class tocome up with an equally WondrbUS(and seasonably scary) collection ofOffbeat offerings for a hilarious parodyof the traditional Christmas song.

First, challenge students tobrainstorm as many Halloween sym-bols as they canfrom b-its and catsto tricks and witcnes. (There itemsthey list, the more "gift ideas" they'llhave to chooSe frorh.) Neict, haVe stu-dents draw from their lists to composesong lyrict_in the style of "The TwelveDays of Christmas."

_Following thepattern of the originalsong, students might first offer ascreech owl in a dead tree. Movingalong, the Halloween gift givers mightpresent 2 witches' brooms, 3 blackcats, 4 skeletons and 5 flying bats.Gifts 6 through 12 in the original songare animated (a-layirg, a-swimming,a-dancing, etc.). Following suit, theHalloween_collection could comethrough a-haunting, a-flapping;a-brewin_g.

The new song lyrics should providean abundance of cblorful images forillustrators to capture. Students whoenjoy a math challenge may wish tocompute the grand total of gifts. Andclass clowns will appreciate a chance

to perform the songs, releasing acacophony of seasonal sound effectsand Halloween high spirits.Idea by: Suzy Zoiscir. Cincinnati,Ohio.

Learning magazine will pay $25 fororiginal teaching ideas selected torpublication in Swap Shop and $10 fororiginal teaching _ideas selected for-use-in Idea Place. Suggestions will notbe returned; so you may wish to keep acopy of your idea for future use. Limityour item to 600 words and submit it,along with a self-addressed stampedenvelope, to: Swap Shop, Learning,530 University Ave.. Palo Alto, CA94301.

104 LEARNING. OCTOBER 1982 Art by Cnaci Kub0.

1 1 0 LEARNING, OCTOBER 1982

Ideas by Re adelS of Learn/.ng

12 WIVE/EGATIVEAME DESIGN

Taking aiook at childrenin bladk and whiteYour students (who may think they arequite familiar with the names they'vecarried around all their lives) can takea new-look at themselves by givingtheir monikers a positive/negative arttreatment, proving once again-that artand imagination can provideileshperspectives.

To prepare for'the project; cut white_paper and dark-color construction'paper into 2-inch squares. You'll/needas many dark squares as there are let-ters in the first names of all the stu-dents..Cut half as many white squaresas dark; then cut each white square inhalf lo formtwo rectangles:

Give each student one white rectan-gle and one dark square for each let-ter in his or her first name. Then havethe children follow this procedure:

Step one: Draw a fat bloCk letter oneach white rectangle. Placement isimportant; each letter must abut theright-hand edge of the paper. (Someartistic liberties will need to be takenwith letters such as K, W and X to besure substantial contact is,made.)

Step two: Cut out the letters. Usa acontinuous cutting line so that thehole left in the white paper is a per-fect letter shape too: Save centers ofclosed letters such as A, 153, 0, 0.

Step three: To prepare one positive/negative letter blOck, glue a whiterectangle7--with its letter- shaped holeover the left side of a dark square,matching edges on the left side. Thehole will expose a dark - colored letter.(Replace the cutout centers of A's,

B's, and other closed letters.)Step four: Flip over the white cAut

letter so tat it appears backward,and glue it onto the right-hand portionof the dark square, facing and makingcontact with its dark-colored mirror .

image on the left sideStudent names formed by sets of

positive/negative letter blocks can bearranged on a"Here's Looking At Us"bulletin board or can be used for mak-ing name cards..Either way the effectis quite unusual and decidedlypositive.Idea by: Sandra J. Frey, Lancaster,Pa.

Learning magazine. will pay $25 fororiginal teaching ideas selected forpublication in Swap Shop. and $10 fororiginal teaching _ideas selected foruse in Idea Place. Suggestions will notbe returned; so you may wish to keep acopy of your idea -for future use Limityour item to 600 words and submit it;along with aself-addresSed stampedresponse envelope. to Swap Shop.Learning, 530 University, Ave., PaloAlto, CA 94301.

1A)Art by Chad Kuhn

ANIE.-211gi

Ideas by Retders of Lem-ming

Make points with a positive/negative numbers gameWith a little non-devious plotting. youcan create a board game that mayhelp studentscope with positive andnegative numbers as well as with theirown_plotting of_graph coordinates.

The basic ingredient of_Plot Four isagamebbard-6 12:by=12 grid-divided into quadrants by vertical andhorifOntal axes.. Mark the intersectionof the axes with .a.zero; and numberthe other exit/grid-line intersectionsfrom 1 to 6positive nurAbers above

land to the right of the Zero, negativenumbers below and to the_left of thezero. When the board is complete,laminate it for durability.

Other game equipment includestwo sets of dice in two different colOrt(one set for positive numbers and onefor negative numbers) and markers foreach of two players (two different

kinds Of dried beant work well). YOUmay also want to provide a dice cup,which you can make yourself bycovering a small juice can with felt.

To begin play. both players roll onepositive die and one negative die.Each set of numbers is added to-gether, and the player whose total iscloser to zero starts: The startingplayer then rolls the two sets of dice,chooses any two of the four numbersto plot, and places a Marker

onthe ap-

propriate coordinate point on theboard. (Players may pick which diecomes first in the coordinate pair.) Thesecond player follows the same pro-cedure. The_goa' is t&lake.: fourpoints in a row in any direction:

As..the board MIS with markers,player may be unable to work out acombinatibri of numbert that cor7

relates to an open intersection: Whenthat happens, the turn is lost. If astalemate is reached before eitherplayer has achieved four in a row, thepayer with the greater number ofmarkers on the board wins.

You may wish to introduce thedame by having the players operate inthe positive quadrant only, using justone set of d;ce and aiming for onlythree points_in a row._Either w_4 theyplay, students will get some positivepoint -plotting practice.Idea by: Marianne Armstrong.Thomas Paine School, Urbana, III.

Learning magazine pay _$25 fororiginal teaching ideas Selected__ forPublication in Swap Shop and $10 fororiginaLteaching ideas selected foruse in Idea Place, Suggestions_will notbe returned; so you may wish to keep_atoy Of your idea for _future_ use: Limityour item to 600 words and submit it,along with a self-addressed stampedresponse envelope, to: Swap Shop.

`Learning;_ 53Q University. Ave,; PaloAlto, CA 94301:

72 LEARNING, NOVEMBER 1982Art by Chad Kam:.

7

0 _

Ideas- by Reakis of Lefillthigt

Swap Shop

After they've developed character_Compost sketches of existing personalities,invite them to use the same approachCharacter

Character sketches openup play possibilitiesIdentifying character traits is just the

,beainnin_g of a lively character devel-opment project that can end in a classplay written and performed by the stu-dents. To get the,project under waif,.ask each student to choose a memo-rable characterteither from a book, afilm'or a TV seriesand to Ilsfthecharacter's distinctive attributes.'Thelist might include the character'Sphysical characteristics: ways of walk-ing, talking, eating, sleeping: re-sponses to particular situations: etc..Then have students develop their listsinto detailed character sketches.

to create original character profilesbased on imaginary beings. Suggestthat their lists of attributes include asmany supporting details as possible,and that in developing the sketches,they describe their characters' prob-able behavior in the face ofsituations. (Such attention to sj....,ificswill help make the characters morevivid and real.)

The next step is showcasing thecharacters through the format of theplay. Cooperative creativity will be'challenged as students seek ways forthe diverse, inde_pendently developedcharacters to interact. Expect a mostimplausible and comical.plot. (With alarge class, forming two or more

-small casts may make more sensethan trying to fit all-the characters intoone play.)

Each student then has the opportu-nity to play his or her characterassuring faithful interpretationbefore an audience. Following thepresentation, read the original char-acter sketches aloud to see if the au-dience can match each profile with itsauthoriperforrner7The play's the thingfor character building.Idea by: Deborah Beaucaire, EastBridgewater Mass.

Learning magazine will pay $25 fororiginal teaching ideas selected forpublication in Swap.Shop and $10 fel.original teaching ideas selected foruse in Idea Place. Suggestions will notbe returned; so you may wish to keep a-copy of your idea for future use. Limit-your item to 600 words and submit italong with a self-addressed starnoedenvelope, to: Swap Shop, ,Learntrig,530 University Ave., Palo Alto, CA94301.

90 LEARNING; NOVEMBER 1982, Art by Chad Kubo

Ideas by Readers of Learning

Swap Shop

The RecreafiveTeacherThis fall: provide an opportunity forthe children to discover some non-schoot facets of school people. Arethere, for example, CBers or bikers orhikers among your ranks'? Slimmertheater performers? Photographers?Fly fishers? Does someone on thestaff write poetry or songs; coachswimming, raise gardenias, juggle?

This revealing research may have tobe supplied by teachers, unless thereis a class that could carry out the in-terview protess as a language artsproject. In either cane. researchersShbuld inquire into the availability ofdisplay itemsphoto_graphs, samplesof crafted materials: prize ribbons.souvenir programsfor a "Faculty

104 LEATINNO, NOVEMBER 1982

Focus on faculty hobbiesHobbies" exhibit.

If you like to do things in a big way,you might alSO SchedUle a number of"guest appearance" demonstrations atthe exhibit site and distribute student-made flyers inviting everyone_to "Meetour candle maker" or to "See ourorigami artist at work." .

Some students may be surprised tofind that they have interests in com-mon with faculty members. Othersmay be motivated to try a craft or in-vestigate a hobby that they see pre-sented. Teachers, too, may bepleased to discover fellow hobbyists-=a canoeing partner or a fo.urth forbridge, perhaps.

Hobby sharing is a way of

"humanizing" me staff, while spread-ing the word on a variety_of worth:while leisure-time pursuits:,Idea by: Barbara Fleck-Paladino, NOWYork, N.Y.

Learning magazine will pay $25 fororiginal teaching ideas selected forpublication in Swap Shop erd $10 fororiginal teaching Ideas- selected foruse in Idea Place: Suggestions will notbe returned; so you may wish to keep acopy of your idea for future' use. Lirhityour item to 600 words and submit it.along with a self-addressed_ stampedenvelope, to: Swap Shop. Learning.530 University Ave., Palo Alto, CA94301.

Ayl by

by Rados of Learning

Swap Shop

Colorful fraction "tiles" he clarify equivalenciesA set of fraction "tiles" that studentscan handle; compare and fit togetheris a valuable tooi for developing anunderstanding of fractional parts. Andits easy fbr each student to make herown fraction kit for use anytime.

The basic ingredient is constructionpaper in five colors. Cut the paperinto 4-inch squares. You'll needto provide one square in each colorfor each student, plus a few extrasquares for follow-up experimentation.

When each student has a set of fivesquares, show one- method of folding_a square into sixteenths. (An overheadprojector works well fbrsuch ademonstration.) The fractions mighttake shape in this way:

purple square = one wholeOrange square = two halveS (fold a

square_in half; open and cut in twopieces)

yellow square = four quarters (foldin half; then in half again; open and

cut into four pieces)blue square = eight eighthsred square = sixteen sixteenthsFor this stage of fraction-kit mak-

ing, have all students use the colorsin the same way in order_to lessen.confusion during class discussions.

Provide plastic sandwich bags forstorage of individual fraction kits. Thefraction pieces can then be manipu-lated and compared: EqUivalenciesand other relationships betweenpieces or groups of pieces can be es-tablished and recorded using colorreferences:

2 yellows = 1 orange, therefora2 fourths = 1 half2/4 = 1/21 yellow is larger than 3 reds,

therefore1 fourth is larger than 3 sixteenths1/4 >3/16Students may enjoy folding new

squares in other ways to produce six-teenths. Equivalencies between thesenew fractions and the originals canbe worked out on graph paper_Chal-lenge students to mix the pieces tocreate "combination wholes: whichcan then be packaged in individualsandwich bags as puzzles to besolved, tangram style.Idea by: Mary Jo Hanlon, All SaintsSchool, Hayward; Calif.

Learning magazine will pay $25 fororiginal teaching iOeaS teletted forpublication in Swap Shop and $10 fororiginal teaching ideas selected foruse in Idea Place. Suggestions will notbe returned; so you may wish to keep acopy of your idea for fUtUre use. Limityour_item to 600 words and submit it.along with a self-addressed stampedenvelope; to: Swap Shop, Learning, 19Davis Dr., Belmont; CA 94002:

26 LEARNING, JANUARY 1983

14Art d Kubo

Ideas by Re ers of Lea/wing

Swap Shop

TheW-eeldyColKids become young Art Buchwaldsand Abigail Van BurensTo give children an understanding ofwriting as a regular responsibility,with assignments that are indiViddal-ized according to interests (and withthe added motivation of a prominentbyline); try having them writecolumns.

Provide students with daily news--papers; Sunday papers andmagazines, and let them examineregular columns of informationLad-vice, opinion and commentary. Stu -dents_may be surprised by thequantity and diversity of columns;sports. health, child care, householdrepair, travel, entertainment; garden-ing; religion, education and pets maybe among the range of subjectscovered.__

Analyze and discuss column con-tent and style: How do columns differfrom news? How do columns in thesame field very? How do some col-

umns reflect the personality of thecolumniSt?

Establish several groups, each ofwhich will be creating a column. Eachgroup can be formed around a com-mon interest that will be the basis of,the column.

Groups will probably need guid-ance in setting up procedures forproducing a column on a weeklyschedule. YoU might suggest theyhold a brainstorming session early inthe week to decide on a column topic.Members can then start researchingmaterial for the column: The actualwriting (and -the byline)-might circu-late among the group members, withthose not doing the writing serving aseditors; One member will be chargedwith turning in the column to meet anestablished weekly deadline.

Columns can be typed and dupli-cated for distribution if personnel and

finances permit; or they can be dis-played regularly on a bulletin board:Each group may want to create a logodesign for its column:

The responsibility for turning out acolumn in one subject area on a regu-lar basis should be continued tongenough for groups to establish a pro-ductive work patternand perhapseven experience a bit of idea_burnoutbefore requests for-a change of col-umn are considered. To help avoid thewhat-to-put-in-this-week scramble,you might provide bbxes for donationsof clippings and jotted-down ideasfrom "loyal readers."Idea by: Florence Rives, Selma,Ala.

Learning_ magazine will pay $25 fororiginal teaching ideas selected forpublication in Swap Shop and $10 fororiginal teaching ideas seiected- foruse in Idea Place. Suggestions will notbe returned; so you may wish to keep acopy of your idea for future use.._Limityour item to 600 words and submit it;along with a self - addressed stampedenvelope, to: Swap Shbp, Learhitig, 19Davis Dr., Belmont, CA 94002.

44 LEARNING. JANUARY 1983Art by Chart Kubo

Ideas by rs of Learn ing

Swap Shop

Sampling lures sharpens sensesIf kids think a fiSh is foolish to mistakea lure of feathery fluff for food; theymay find this bait=testing activity eyeopening:

Make a collection of food substancesthat includes sets of items that aresomewhat similar in appearanceforexample, potato, radish, pear, apple,cucumber: Attach the food samples tostrings. (Have enough samples foreach student to complete a full tastetest of a"Set of similar balts:) Numberthe strings to help you and your stu=.dents keep track of which tidbit iswhich.

Suspend baited strings in fishlinefashion within reach of nibblers. Pre-pare a chart on which:students mayregister-their Spetulations about theidentities of the various baits.

Invite prospective "fish" to examinethe tures--with eyes only at firSt--=and record their guesses: Next, allowthe:fish to move closer to the lineSand take scent samples: Are therelures that still remain mysteries?

Tasting is the final test. Assure stu-dents.that all Samples-are ediblethough some are usually encountered

in a cooked state. -After testing, thelure eiraminersynake final tries atidentification and also vote fOr thebait they'd most like to bite.

Now verify the identity of each foodsample; Which baits were easy toguess? Which required testing bysight; scent and-taste to be idehtified?Did any defy identification?

Invite students to supply deactip-five vocabulary for the various tastesand be prepared to help spell a fewstrange sounds as these fish-that-got-away tell about theit experiences.Idea by: Holly C. Van Scoy and JoanPorter Smith, Austin, Tex.

Learning magazine will pay $25 fororiginal teaching ideas selected forpublication in Swap Shop and $10 fororiginal teaching ideaa_selected toruse in Idea Place. Suggestions willnotbe returned; so you may.wish to keep_acopy of your idea for future use. Limityour item to 600 words and submit it,along with a sell-addressed stampedenvelope. to Swap Shop, Learning, 19Davis Dr., Belmont, CA 94002.

Art by Chad Ku00

Ideas of Learning

S op

Valentine project raises spirits and revenue

The beginning of February riiay be tooearly to start thinking about flowers;but it's not too soon to begin rieboae=ihg for a special Valentine's Day proj-ect that calls on a range of §kills,among them artistic; writing* promo-tional and record keeping. The idea isto have students produce and sell (tothe student- body,- faculty and staff)floral Valentine greetings, the pro-ceeds of which will go to a to -be-determined event'or cause (perhapssome-worthy local charity).

The project is a five-phase affairthat involves floWer making, messagewriting; promotional campaigning, ac-counting and gift delivery. Flowermakers will require some basic ma-teriale: colored tissue paper (red tomean"! love you," white to denotefriendship and yellow to signify ap-

preciation or thanks), green pipecleaners (for the stems) and these di-re-di-Ions: Cut tissue paper into 31/2-

:inch squares. Stack four layers-for-each flower. Fold the paper accordionstyle, then fasten in the_middle with apipe cleaner. Separate the tissue -paper layers by pulling each uptightly against the pipe cleaner.

While the flower makers are busywith their flowers; the creative writingstaff shOUld be brainstorming variedvalentine messages (each 10 wordsor less) to be Written on strips ofpaper and attached to the flowers.MeanWhile, the promotional crewshould be working on spreading thewordvia posters or intercomthatvalentine flowers will be available forgift giving, and that orders should beplaced promptly.

It's up to the accounting team to de-termine cost per flower (maybe 25 .

cents for flower only, 35 cents foeflower with message), as well as tokeep detailed records of expensesand sales. The delivery crew will beresponsible for seeing that ordersreach the proper recipients.

Beyond developing skills, teamworkand revenue, the project can also pro-vide a welcome midwinter lift to flowermakers, givers and receivers alike.Idea by: Nancy M. Barnes. Greenville.Junior High School, Greenville,W.Va.

Learning magazine will pay $25 fororiginal teachihg ideas selected_ forpublication in Swap Shop and $10 flitoriginal teaching ideas selected foruse in Idea Place. Suggestions will notbe returned; so you may wish to keep acopy of your idea for futUte use. Limityouritem to 600 words an/I submit it,along with a self-eddresseed_ stampedenvelope, to: Swap Shop, Learning; 19Davis Di., Belmoht, CA 94002:

38 LEARNING. FEBRUARY 7983 f!) ,77 An by Chad Kubo

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by Reekkrs of Learning

Swap Shop

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line up ,;.You can make an abacuslike math;aid to help youngsters learn basic ad-;dition and subtraction facts. TO make;,each "bead board." you'll need the;following materials: a 5 -by -8 -inch-03fece of heavy posterboard; a pipe.cleaner; ten plastic or wooden coun-ter beads with holes large enough tofit over the pipe cleaners; Con-Tactpaper;-markers and crayons.

Position the posterboard horizon-,tally. On the upper portion of thel.board, and slightly to the'right of cen--ter, draw three boxes spaced equally?apart Between the first two boxes;'syrite the addition sign_(or the subtrac-

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tion sign); between the second andthird boxes, write the equals sign.Now cover the board with Con-Tactpaper so that numbers written inthe boxes can be easily erased.

On the lower left portion of theboard, pierce a small hole; insert oneend of the pipe cleaner, and bend itdown at the back of the board to keepit in place. Slip the ten beads onto thepipe cleaner, insert the other end intothe right side of the board, and se-cure it_in the_ same way as the leftside. Push all the beads to the far leftof the pipe cleaner. (If you wish,mount the board onto a piece ofplywood for extra durability.)

To give a child addition practice,write in crayon two addends (whosesum is 10 or less) in the first twoboxes on the board. Give the studentthe bead board and the crayon, andask him to complete the equation byfirst moving the appropriate numberof beads into_position below each ad-dend; and then counting to determinethe answer to writein crayoninthe blank answer box. (Unused beadsremain at the far left; a tag fastener,the kind used to close bread bags;may be put into position as a barrier.)

Ta perform subtraction.oPerations,the procedure is slightly different. Thechild first counts anc moves into posi-tion the number of be.ds indicated inthe first box (the minuen1). Fromthose beads, the child mcoc.- into po-sition the number of beads indicatedin the second box (the subtrahend).The answer to be written in the blankanswer box is the number of beadsremaining beneath the first box.

After you've erased andreplacedbox numbers several times, you mightlet the student choose the numbers tobe manipulated for hands-on learningof basic math facts:Idea by: Terese Metz. Murphysboro.III.

Learning magazine will pay $25 fororiginal teachirig ideas selected forpublication in Swap Shop and $10 fororiginal teaching ideas selected forust in Idea Place. Suggestions will notbe returned; so you may wish to keep acopy of your _idea for future use. Limityour item to 600.wolds and submit it:along with a self-addressed stampedenvelope, to: Swap Shop._ Learning, 19Davis Dr.: Belmont. CA 94002.

LEARNING FEBRUARY 1983 103

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An activity-packed alternative to the research report

Young researchers will. be relieved tolearn that the writing of long reportsneed not be the inevitable aftermathOf every excursion into the resources-and-references jungle. For thei( nexttime but, have guidelines ready for"create-a-kits."

The first step is the same as for anyresearch project: to chobse a topicone that no one else in the classhas chosen and one for which thelibrary has adequate reference mate-rialt (students Will need to check thisout). From that point on hbweVer,work moves in a different _direction,The researcher extracts 20 firM factsabout the topic (a class discussionabout fact -versus opinion may be use-ful) and from these facts develgps aqiii± and an answer key. Both the quizand key are copied onto ditto mastersto be duplicated for Ihe kit:

Another kit item is a picture ordiagram pertaining to the topic. Theseillustrations may be copied, traced,cut from magazines or rendered in

various art formswith accuracy ofrepresentation verified by referenceMaterials. (Illustrations like all kititems; should_ be planned to fit into aStandard or accordian file folder.)

A_word7search puzzle is the nextitem to be added to the kit. Each re-searcher creates a puzzle using 10 or12 words related to his or her topic.Definitions of words that may be un-familiar to classmates should.be pro-Vided in a for your information"footnote sectiort._The_ puzzle is thenCopied onto a ditto master for duplica-tion andinclusion in the kit.

The final kit item is a game based-on Concepts and vocabulary relatingto the topic: Each kit maker designshis own garneboard.(or<card game orgrid game) and draws up_tne rule§ fo(play. (Guidelines for writing clear,complete rules_ might be reviewedprior to game production:)

At last the_kit_materialt are ready tobe assembled and_placed in a fifefoldercolorfully decorated to stimu-

late interest in the topic. The classcollection of kits is then made avail-able for student use. giving each kitmaker a chance to investigate thefinds of other researchers in the class.

The create-a-kit project offers stu-dents the chance to become expertresources on a topic: It's an alternativeto traditional report writing that couldmotivate students to try more researchon a create-a-kit batit.Idea bydynn Elliott. SpringviewSchool, Flushing, Mich. a

' Learning magazine will pay S25 fbtoriginal teaching_ ideas s= c torpublication in Swap_s, and_510 for -,,

Original teaching .i.e. - selected foruse in Idea Plate. S -g- estions will notbe returned; so you a wish to keep acopy of your idea for lure use._ Limit

item_ to 600 words and submit it.albrig With a self-addressed stampedenvelope, to: Swap Shop. teaming: 19Davis Dr.. Belmont. CA 94002.

128 LEAFINING, FEBRUARY 1983Art ty Chad Kuoo

'Peados of ming

Swap Shop

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both made acceptable statements,._.._-they keep their respective tags and a

new question-and-answer team takes :

over: The activitycontinues until no,.. tags remain on the board:-. .. :If

As a variation, have an answerer go

Ask a why. question, get a because answer first and pick someone to supply an. appropriate question. ' - '1-:-,:z

An oral language exercise doesn't words who_, what; where, when, why To add another dimension; andhave to be dramatic or long-winded to and how. The board. is now ready.for 2 some humor, to the activity, supplybe effective. It can be as simple as a activityinitiated by a questioner. each.student_with a Q or an A tag, 'series of quick question-and-answer The questioner chooses a 0 tag and have each write down the kind ofexchanges between students, giving for example, one from the green-tag sentence indicated. Call on random tipractice in formulating_questions and stack under the whe:e label. He also pairs to read their creations. *: .,

developing appropriate answers. And takes an A tag, of the same colbr to den by:Jackie Miller, Brigham City,for ideal question starters, you need give to an answerer when the time Utah. :. --' ' . '.

look no fartherlhan the reliable who- comes. The questicner thenformu-what-where-when-Why-how format. .lates a question (factual or nonsensi-

Prepare an activity board by lining- cal,_ but net requiring alactual an-. _.........

up two rows a six Pins or hooks on swer) beginning with the word where;which tags can be. placed. Prepare for example, "Where did the mean troll,'tags in six different colorsabout hide the gold he stole?" -.eight tags in each color. On half the The questioner picks an answerertags in each color set, mark -a 0; on and presents the A tag. The answererthe rest, mark an A. Place each 0 then prepares a response that seemscolor set op a hook in the top row on appropriate, such as "He hid it in athe activity board. Put the corre- hole under a rock in back of hissponding A tags in the bottom row. house."Above the top row of tags, write the If and answerer have

Learning magazine..will pay $25 for .original teaching ideas selected forpublication in Swap Shop and $10 fororiginal teaching Ideas selected foruse in Idea Place. Suggestions will notbe returned; so you may wish to keep acopy of your idea for !future use. Limityour Rom to 600 words and submit it,along with a self-addressed stampedenvelope, to: Swap Shop, Learning, 19Davis Dr., Belmont, CA 94002. ..".- .7

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82 LEARNINM MARCH 1983 Art by Chad Kubo

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. Ideas:Ay I0/ is of Letiriiiiig

Swap Shop

Dividing eggs by cakes makes sense

For a meaningful introduction to amath concept, you Can't beat theconcreteeggs, for example. Actu:ally, you don't have to use real eggs.Blocks can serve as representation&especially since the cake-making ac-tivity they're used in won't producereal cake either

The project oegint with a discus-sion of best-!oved cakes. Each childdecideS on a favorite and finds outthrough cookbook researchhowmany eggs that cake calls for All thecake lovers/bakers then receive a

N dozen blocks (eggs) and must figure`-out how many cakes they'll be able tomake. Children can work this out bysegregating cake -batch sets of eggsand then-counting the sets. The extraeggs reinSinifig shbuld also be noted:.

After all th&eggs have beengrouped, invite the bakers to report to

the class the number of cakes possi-ble and the number of eggs remain-ing. Data might be recorded on achart and converted into arithmeticalnotation. (Warning: Some student maychoose a cake that,calls for 14 eggs,in which case. 0 cakes are possible.Or someone may pick a cake that re-quires no eggs at all, so that an in-finite number of cakes could be madeand the student would still. have heroriginal dozen eggs. Division withzeros is most unusual.)

Have each baker cut a cake shapeout of_paper and on it write the wordproblem representing the egg-setsituation:

"I have 12 eggs. My favorite cakecalls for 2 eggs. How many cakes canI make? cakes.) How many eggswill be left? eggs remaining)"

On the back of the cake shape

goes the answer: 12 4- 2 = 6; 6 cakes,0 eggs remaining.

Display the cake cutouts at a centerwhere children can take one, figureout the problem and check the an-swer. Keep a carton of "eggs" handyfor concrete confirmation.Idea by; Joyce Tompkins, AndoverRegional Schbol, Newton, N.J.

Learning magazine Will pay $25 fcir_ .

original teaching_ ideas selected" forpublication in Swap Shop and_ $10 fororiginal teething ideas selected foruse in idea Plate. Suggestions will notbe returned; so you may wish_ to keep acopy of your idea for future use. Limityour item to 600 words and submit it.eking with a Self-addressed stampedenvelope, to: Swap Shbp, Learning; 19Davis Dr., Belmont, CA 94002.

106 LEARNING. MARCH 19Art by Chad Kubo

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Swap Shop

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Footwear research keeps kids on their toes

If an archaeologist of the future wereto unearth the shoes your students arewearing right now, what clues would

,the shoeS provide about life in the1980s? That'S just one of the ques-tions kids might consider as theyfocuS on footwear.

Introduce shoe-seum activities withshoe-oft One fine(dry) day, have

the kids line up their paired shoes for4all to examine and discuss. Talk about?what the shoe collection revealsf:about the Wearers. Then follow upwith these activities ion through the ages and around the

'-.---.,..-Using-the-collection as-a starting--world,Collect pictures /or the real?.;point, make a list of shoe-related thing,if possible) of shoes from other

(not always easy when half the collec-tion is made up of worn whitesneakers):

=Students locate or write poemsabout shoes:

Perform shOe math. Conduct asurvey of shoe sizes and determinethe average shag size. Measure andcompare: in both inches and centi=meters, the lengths of shoes: Havestudents figure out how manyaverage-length shoes equal a mile:

Do research into footWear faSh-

..,csiords;,including kinds of shoes:,(tennis, saddle) and parts of shoes(tOrigUe, heel), and research the

f.:prigins.of these words.__a "Which pair of shoes am

guessing game. Each studentwrites a detailed description of a pair

fshoes- in the firSt person dirtywhite with a hole on one tip"); the

'Itclass tries to guess the correct pair,

times and other places. HoW do theycompare with the class collection?What dothey reveal about differencesin culture; geography, climate?

Com_pile a list of materials usedin making shoes. Find out Wherethese materials come from

Collect pictures of and informetion about shoes worn in various pro-fessions: dance, nursing, athletics,

space, etc. Try to acquire samples foryour shoe-seum.

=Create shoe art: silhouettes, still-- life compositions, magazine picture

montages, shoe sculptures:After students have discussed,

described, collected, computed,researched and rendered, invite stu-dents from other classes to a shoe-and-tell exhibit.Idea by: Vicky Middleswarth-Kohn,Western Kentucky University, cowlingGreen, Ky

Learning magazine will pay $25 fororiginal teaching ideas selected forpublicationin Swap Shop and $10 forOriginal teaching ideas selected foruse in Idea Place: Suggestions wilt notbe returned; so you may wish to keep acopy of your idea for future use. Limityour item to 600 words and submit it,along with a self - addressed- stampedenvelope, to: Swap Shop: teaming, 19Davis Dr...Belmont. CA 94002:

by Chad KuboLEARNING. MARCH 1983 123.

Idms- by Rev=s e9f Learning

Swap Shop

A way to generate--and filesummertime activitiesWhat's more boring than a July after-noon with "nothirig to do"? An Augustafternoon marred by the samedeficiency. A §Urtirtier projects boxcan help alleviate the problem, and_also serve as a record of summertimeactivities.

ASk each student to procure asturdy cardboard box. The bok maybe organized /divided using card-board dividers, file fbiderS or shoeboxes to keep projects separate.

Generating ideas ftir the contents ofthe box can be a cooperative effort.Divide the claSS into groups and sug-gest to each a general topic to ex-plore fbr summer project ideas: Forexample:FOOD

Choosb a recipe and makesomething from scratch. File a copy ofthe recipe in your bbx, with notesabout how the recipe turned out.

-Set up a restaurant for a limitedclientele: Make menus, servayourcustomers, present token bills:SPORTS/GAMES

=Set up a file on your favoritesports star Include photographs andarticles from newspapers andmagazines.

Organize a Surrirrier Olympics inyour neighborhood: Time the runningevents, measure the broad jumps,design and create medals; etc.

Set up a Makeshift bowling alleyin your backyard using milk cartonsfor pins and a large rubber ball:GARDEN/NATURE

Plant and care for a vegetable orflower garden. Keep records of plantgrowth.

=Make a study of insects. -Keep arecord of what they eat and how theylive. Make Sketthea Of them. Then geta book about insects from the library,arid try to identify them.

Press wildflowers to use for artprojects.WOODS/LAKE/BEACH

Plan a treasure hunt for a friend.Write out the clues leading to a hid-den prize:

=Make Sketches of various kindsof boats.

=Collect shell§ and devise yourown classification system for them.TRIPS/VACATIONS.

Conduct research to find placesin your area that would make goodfamtly trips. Write a'short descriptionof each place and include_ifp_ossible

a photograph or_drawing of the spot.Share your research findings withyour family_

Make a file of on- the -road (or in-the-air)game§_and activities.

Collect maps, brochures andpostcards frorri your travels, and filethem in your box.

After each group has presented itsideas, calf for-additional contributionsfrom the class. When all contributionshave been rioted, invite students tocompile 'Summer Project ideas" book-lets to take home along with their proj-ect boxesas boredom beaters andmemory keepers.Idea by: Patricia Budde, Douglas,Matt.

Learning magazine will pay $25 fororiginal teaching ideas selected forpublication in Swap Shbp and $10 fororiginal_ teaching ideas selected fbruse in Idea Place. Sug_gestions will notbe returned; so you may wish to keep acopy Of your idea for future use: Limityour item to 600 words and submit italong with _a self-addressed stampedenvelope: to Swap Shop, Learning, 19Davis Dr, Belmont; CA 94002.

60 LEARNING. APRIL 1983Art by Chaa Kub0

COLORFUL IDIOMSAND EGGSPRESSIOKids picture figurative langilageOur everyday language is so rife withidiorna that we pay little attention tothem. Taking a close look at thesecommon expressions from a literalviewpoint, however, can be an enlightening and engaging languageactivity.

A Spectrum of Sayings; Colorsare a rich source of idiomatic expres-sions. Challenge kids to collect asmany color-connected sayings aspossible. Contributions might include:"Seeing red," "tickled pink," "yellowstreak," "green with envy" "feelihgblue," "in the black," "in the red," "inthe pink," "golden yeare" Have Stu=dents speculate on possible reasonsfor connecting Specific colors withparticular conditions.

Then call out the whimsy in yourgroup by having each student choosea saying and illustrate its literal sew,making liberal use of the key colorwith crayons; paint, swatches of fabricor scraps of paper in a collage ormosaic design. Display theselanguage/art pieces, creating a rain-bow of colorful expressions.Idea by: Rebecca Albeke; *Corvallis,Ore.

What Does This Mean; Eggs-actly? As spring bulletin boards burst

_forth with blossoms; bunnies, birdsand eggs, focut attention on the manyegg-related expressions we use thatdon't mean exactly what they say. Posta few and encourage students to_supply others: fiegghead;" "walking on

eggs," "eggs them on," "a good egg."Discuss the sayings: _How have stu-

dents heard them used? Are any ofthem unfamiliar? How do the figura-tive meanings of the expressions re-late to the literal meanings?

Invite students to choose an"eggs-pression" and make a two-panel illustration contrasting the waythe saying is generally used andthe literal meaning of the words--enlivened, of course, by plenty ofeggs (of both a literal and decorativesort'.idea by: Sandra J. Frey, J.E. FritzSchool, Lancaster, Pa.

Learning magazine will pay $25 fororiginal teaching ideas selected forpublication in Swap Shop and $10 fororiginal teaching ideas selected forose in Idea Place. Suggestions will notbe returned; so you may wish to keep acopy of your ideafor future use. Lirhityour item, to 600 words and submit it.along_ with a self-addressed stampedenvelope, to: Swap Shop. Learning; 19Davis Dr., Belmont, CA 94002.

86 LEARNING. APRIL/MAY 1983 An by Chad KubO

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