Grade 3 Family Resources Grade... · Below are graphic organizers to help you get started. When you’ve finished, celebrate your published writing by sharing it with your family,

Grade 3

Family Resources

Week 12

June 10 – June 17, 2020

English

Language

Arts

English Language Arts At-Home Learning

GRADE 3 WEEK 12

3rd GRADE New Learning

Week 12

Learning Summary Reach for Reading Unit 8 Big Question: What tools can we use to achieve our

goals?

During this 12th week of at-home new learning, 3rd graders will continue working

through Unit 8 of their Reach for Reading curriculum. This week 3rd grade students

will read a non-fiction human interest feature, “One Man’s Goal” by Catherine

Clarke Fox. As students read, they will pay attention to challenges the character

faces, as well as, his response to those challenges. Additionally, students will be

identifying the main idea and supporting details of the story. Lastly, students will

learn about using homographs, and deepen their understanding of important

vocabulary words by using them in written responses.

Word Work

Task 1:

• Turn to page 523 in your text.

• Read More Key Words, and pay close attention to the definitions.

• On page 523, do the activity in Talk Together. Write at least 2 questions and answer them, using the key words on the page.

• Use a blank sheet of paper to record your work. Task 2:

• Turn to page 540 in your text and read about Homographs.

• Complete the activity in Try it Together.

• Find at least 4 additional pairs of words that are homographs to share with a family member.

• Record your work on a blank sheet of paper.

Reading Comprehension/ Reader Response

Text: “One Man’s Goal” by Catherine Clarke Fox (pages 526-537)

Task 1:

• Read “One Man’s Goal” on pages 526-537 of your anthology.

• Respond to Reading: o What challenges did Erden Eruc face on his journey? o How did he respond to these challenges? Use text evidence to support

your answer. o Use a T-Chart organizer to record your answers.

Task 2:

• Reread “One Man’s Goal” on pages 526-537.

• Respond to Reading: o Why is “One Man’s Goal” a good title for this article?

▪ What key details support this title? o Why do you think the author wrote this story? Make sure to use text

evidence in your response. o Record your answers on a blank sheet of paper.


GRADE 3 WEEK 12

Independent Reading

• Read for an additional 20 to 30 minutes each day.

Writing

Unit 4: “Once Upon a Time: Adapting and Writing Fairy Tales” (Narrative) Task 1:

• Take out all of the work you’ve completed since the beginning of at-home learning. Look at how your writing skills have grown!

• Review the Rubric for Narrative Writing. A clean copy is attached below. o Circle one thing that was difficult for you at the beginning of the year

but now you can do well after practicing! o Put a star next to something that is still challenging for you. o Think about how you could continue to practice this challenging

writing skill.

• Write your goal in the top of the Goal Ladder. o You can use the following stem to help you: “My writing goal is to

improve in ____________________.”

• Now think about what actions you can take to reach that goal. Write those actions on the steps of the Goal Ladder.

o Step one has been completed for you! o What is the next step you will take? And after that? And after that?

• When done, share your Goal Ladder with your teachers, friends, or family!

Task 2:

• One important action writers take to improve their writing and reach their goals is to practice!

• Choose one of the three prompts below and begin a new story. Remember your goal and the process you used to write the last story.

o Prompt #1: Write a story about a child who can stop time. o Prompt #2: Write a story that takes place in space in 2520. o Prompt #3: Write a story where the main character has lost

his/her best friend’s favorite toy.

• Below are graphic organizers to help you get started.

• When you’ve finished, celebrate your published writing by sharing it with your family, friends, or pet!

• Use the other two prompts to continue writing over the summer!

Other

• MyNGConnect.com – Specific ideas for engagement

• Login to Unit 8 Week 3 Vocabulary Activities


GRADE 3 WEEK 12

Writing Checklists

Revising Checklist: Taken from Writing Pathways by Lucy Calkins Editing Checklist: Taken from Writing Pathways by Lucy Calkins


GRADE 3 WEEK 12

Writing Goal Ladder

Step 1

Step 2

Step 3

Step 4

Step 5

My Writing Goal:

Review my writing and use the rubric to set a goal for my new project.


GRADE 3 WEEK 12

Graphic Organizer for Writing


Problem:

Event: Event:

Character / Setting:

Event:

Resolution:

Solution:

Students

with

Individual

Educational

Plans

Individualized Education Plan (IEP) – English Language Arts At-Home Learning

Grade 3 Week 12 IEP

3rd GRADE

New Learning

Week 12

Learning Summary

Reach for Reading Unit 8 Big Question: What tools can we use to achieve our goals?

During this 12th week of at-home new learning, 3rd graders will continue working through Unit 8 of their Reach for Reading curriculum. This week 3rd grade students will read a non-fiction human interest feature, “One Man’s Goal” by Catherine Clarke Fox. As students read, they will pay attention to challenges the character faces, as well as, his response to those challenges. Additionally, students will be identifying the main idea and supporting details of the story. Lastly, students will learn about using homographs, and deepen their understanding of important vocabulary words by using them in written responses.

For our students with Individualized Education Plans (IEPs) we have included a list of accommodations for you to use. Feel free to choose the accommodation from the list that best supports your student. The accommodations appear after every task, and are meant to support the learning for that specific task. Please note any accommodations in your student’s IEP that are not listed below may be used as well.

Word Work

Task 1:

Turn to page 523 in your text. Read More Key Words, and pay close attention to the definitions. On page 523, do the activity in Talk Together. Write at least 2 questions and answer them, using the key words on the page. Use a blank sheet of paper to record your work.

Accommodations for students with IEPs:

1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.

2. Scribe: For students who have difficulty with writing - student may verbally respond while an adult writes their response on their paper.

3. Verbal Responses: Rather than writing responses, have students state answers verbally.

Task 2:

Turn to page 540 in your text and read about Homographs. Complete the activity in Try it Together. Find at least 4 additional pairs of words that are homographs to share with a family member. Record your work on a blank sheet of paper.




Grade 3 Week 12 IEP


Reading Comprehension/ Reader Response

Text: “One Man’s Goal” by Catherine Clarke Fox (pages 526-537)

Task 1:

Read “One Man’s Goal” on pages 526-537 of your anthology. Respond to Reading:

What challenges did Erden Eruc face on his journey? How did he respond to these challenges? Use text evidence to support your answer. Use a T-Chart organizer to record your answers.




3. Verbal responses: Rather than writing responses, have students state answers verbally.

Task 2:

Reread “One Man’s Goal” on pages 526-537. Respond to Reading:

Why is “One Man’s Goal” a good title for this article?

What key details support this title?

Why do you think the author wrote this story? Make sure to use text evidence in your response. Record your answers on a blank sheet of paper.




3. Verbal responses: Rather than writing responses, have students state answers verbally.


Grade 3 Week 12 IEP

Independent

Reading

Read for an additional 20 to 30 minutes each day.


1. Choose an independent reading level text. Ask your student questions about their reading to check for understanding. Engaging with your student about their reading can increase their interest in reading.

Writing

Unit 4: “Once Upon a Time: Adapting and Writing Fairy Tales” (Narrative)

Task 1:

Take out all of the work you’ve completed since the beginning of at-home learning. Look at how your writing skills have grown! Review the Rubric for Narrative Writing. A clean copy is attached below.

Circle one thing that was difficult for you at the beginning of the year but now you can do well after practicing! Put a star next to something that is still challenging for you. Think about how you could continue to practice this challenging writing skill.

Write your goal in the top of the Goal Ladder.

You can use the following stem to help you: “My writing goal is to improve in ____________________.”

Now think about what actions you can take to reach that goal. Write those actions on the steps of the Goal Ladder.

Step one has been completed for you! What is the next step you will take? And after that? And after that?

When done, share your Goal Ladder with your teachers, friends, or family!



Task 2:


Grade 3 Week 12 IEP

One important action writers take to improve their writing and reach their goals is to practice! Choose one of the three prompts below and begin a new story. Remember your goal and the process you used to write the last story.

Prompt #1: Write a story about a child who can stop time. Prompt #2: Write a story that takes place in space in 2520. Prompt #3: Write a story where the main character has lost his/her best friend’s favorite toy.

Below are graphic organizers to help you get started. When you’ve finished, celebrate your published writing by sharing it with your family, friends, or pet! Use the other two prompts to continue writing over the summer!



Other

MyNGConnect.com – Specific ideas for engagement Login to Unit 8 Week 3 Vocabulary Activities

Mathematics

Math Virtual Learning Third Grade Week Twelve (June 10th)

2020 Math At-Home Learning

Word Definition Example

Perimeter The outside boundary of a closed shape. It can be measured by finding the sum of the side lengths.

A square with a side length of 2 inches has a perimeter 8. (2+2+2+2)

Area The inside area of a shape. It is measured by finding the amount of square units that fit within the shape.

A square with a 2’ side has a perimeter of 4 square inches. (2 x 2)

Tesselate To tile a surface with repeating shapes without gaps or overlaps.

Fluency Math-O Game:

Write these answers in an order you choose in the Math-O board below. Have a household member write the answers

in a Math-O board they create in any order.

Take turns choosing a bingo problem below and solving. When you find the answer cross it off your Math-O board.

Make sure your opponent agrees with your answer.

Numbers to place on board: 20, 6, 20, 8, 3, 10, 7, 3, 8, 45, 2, 4, 20, 5, 5, 9, 6, 15, 10, 70, 800 790, 435, 721, 637

GRADE Level

Standards Focus

The focus this week is solving real-world problems involving perimeter and reviewing all of the major learning for 3rd Grade Math. (Common Core Standards 3.MD 7-8, 3.G, 3.NF, 3.NBT, 3.OA)

Fluency Math-O Problems Sprint: Module 7 Lesson 25A & 27A

Vocabulary Perimeter, Area, Tessellate

New Content Delivery

3rd Grade Module 7 Topic C Lessons 13, 14, 15, 17 3rd Grade Math Performance Task Lemonade Stand

Other

Online resources can be accessed through the District Learning Apps: Clever Portal. Also these packets are found electronically on Clover Park District Website. Link to Parent Tip Sheets: https://www.khanacademy.org/math/on-grade-engageny/3rd-engage-ny Engage New York Module 5 Curriculum Lesson Help: Google Module 7 3rd grade lesson 13

http://www.cloverpark.k12.wa.us/General/DLA.aspx

http://www.cloverpark.k12.wa.us/Special/DLR.aspx

https://www.khanacademy.org/math/on-grade-engageny/3rd-engage-ny


https://www.engageny.org/resource/grade-3-mathematics-module-5

https://youtu.be/1P0IpFDuUtU



Bingo Problems:

1. There are 4 boats. There are 3 boys and 2 girls on each boat. How many people are there on all of the boats?

2. Find the unknown: 5 x ___ = 30

3. Dad has 40 dollars. He divides it between you and your sister. How much do you get?

4. 48 ÷6 = 5. There are twelve slices of pizza and four boys how many slices does each boy get?

6. On an airplane there are five people with two suitcases each. How many suitcases are on the airplane?

7. Each ride costs 4 tickets. You have 29 tickets. How many rides can you go on?

8. 72 ÷ __ = 9 9. ____ x 4 = 12 10. 3 x 3 x 5

11. 5 x 7 is the same as (5 x 5) = (5 x 2)

12. 6 x 10 is the same as (6 x 6) = (6 x ___)

13. 5 + 5 + 5 + 5 14. 35 ÷ 7 15. 20 -5 -5 -5 =

16. n x 5 = 45 17. 54 ÷ 9 = 18. Identify the pattern: 9, 12, __, 18, 21, 24

19. 50,60, 70, 80 The pattern is:

20. Round to the nearest 10: 67

21. Round to the nearest 100: 843

22. Round to nearest 10: 794

23. Subtract 872-437

24. 382 + 339 25. 901-264



Sprint: Module 7 Lesson 25a

Finish the following sentence: This summer I will continue to work on _______________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________




Finish the following sentence: What I like best about math is __________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________



Exit Tickets

Lesson 13

Lesson 14

Lesson 15

Lesson 17

For more help Google 3rd Grade Module 7

Lesson 13



Smarter Balanced Grade 3 Performance Task



Jaleen also sold lemonade for 4 weeks in August. She compares her weekly sales in July to her

weekly sales in August.

• For week 1, she sold 22 fewer cups in August than in July.

• For week 2, she sold 18 more cups in August than in July.

• For week 3, she sold 26 more cups in August than in July.

• For week 4, she sold 25 fewer cups in August than in July.

Complete the table to show how many cups Jaleen sold each week in August.



4.

Use the August Lemonade Sales from Item 3 to complete this task.

Create a picture graph that shows the number of cups of lemonade Jaleen sold each week in

August.

In the graph you may use whole and half pictures for each cup.

• First circle a cup in the key to show the scale that you will use for your graph.

• Then color on the cups to create that graph.



Answer Keys:

Math - O





Exit Tickets

13 Shape B 14 Regular pentagon

15 36 yds 17 a= 7m, b=8m, Perimeter=30m

Performance Task

1.

2.



3.

4.

Students

with

Individual

Educational

Plans



GRADE Level

Standards Focus

The focus this week is solving real-world problems involving perimeter and reviewing all of the major learning for 3rd Grade Math. (Common Core Standards 3.G, 3.NF; 3.NBT, 3.OA)

Fluency

Math-O Problems

Accommodations for students with IEPs Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Sprint: Module 7 Lesson 25A & 27A

Vocabulary Perimeter, Area, Tessellate

New Content Delivery

Accommodations for students with IEPs Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Extended Time: Allow student additional time to complete the task Breaks: Allow student to take a break from the task if needed Read: When needed read the questions to the students 3rd Grade Module 7 Topic C Lessons 13, 14, 15, 17 3rd Grade Math Performance Task Lemonade Stand

Other

Online resources can be accessed through the District Learning Apps: Clever Portal.

Also these packets are found electronically on Clover Park District Website. . Dream box: Your student’s special education teacher will assign skills for your student work on Link to Parent Tip Sheets: https://www.khanacademy.org/math/on-grade-engageny/3rd-engage-ny Engage New York Module 5 Curriculum Lesson Help: Google Module 7 3rd grade lesson 13

http://www.cloverpark.k12.wa.us/General/DLA.aspx

http://www.cloverpark.k12.wa.us/Special/DLR.aspx



https://www.engageny.org/resource/grade-3-mathematics-module-5

https://youtu.be/1P0IpFDuUtU

Science

3rd Grade Week 12

Science At-Home Learning

3rd Grade Week 12

Learning Summary TCI Unit 4 Essential Guiding Question: What Are the Life Cycles of Plants? Part 2 This week, 3rd grade students will learn new science concepts from their TCI Bring Science Alive! Unit 4: Life Cycles and Traits. Students will learn the science concepts of a plants life cycle and how living things grow. Students will also learn these science vocabulary words pattern, life cycle, and offspring.

Concept Review

What Are the Life Cycles of Plants? Organisms go through a pattern of changes called a life cycle. Different species of plants have life cycles with different patterns. Sunflowers have a life cycle with several stages: a seed, a seedling, an adult plant, and an adult plant with new seeds, then the common sunflower dies after it makes new seeds. An apple tree goes through a similar life cycle to a sunflower but an apple tree can live for many years and reproduce many times.

Vocabulary

• Define the underlined words above by writing or drawing the meaning of each word.

• Define each of the following terms (by drawing, writing, or talking): offspring, and seedling.

• Look at the pictures and read more about plant life cycles and reproduction in your Bring Science Alive Science Journal—

o What Are the Life Cycles of Plants? o Science Journal pages 90 & 92.

Independent Science Activity

• In your Science Journal on page 91 draw the life cycles of a sunflower.

• Look at the diagram of an apple tree’s life cycle in your Science Journal on page 93. In each box (page 93 of Science Journal), write in your own words how the apple tree is changing during that stage of its life cycle.

• Think about then write or draw your answer: Why do plants produce flowers, seeds, or fruits?

Science Connections &

Extensions

• Write a story about the life of a sunflower seed. Your story must:

o Identify and explain four typical stages in the life cycle of a sunflower. o Use sequence language, such as “first,” “next,” and “finally.” o Include the following terms: birth, growth, reproduction, death, pattern, and life

cycle.

Other

• Visit TCI online Unit 4 Life Cycles and Traits Lesson 5 for more practice opportunities and activities: Play the Lesson Game for Lesson 5 to learn more about plants and their life spans.

• Visit BrainPOPJr Science https://jr.brainpop.com/science/ and get free access to check out Plants: Plant Life Cycles, Parts of a Plant

https://jr.brainpop.com/science/

3. Sunflowers Have a Life CycleWhen scientists observe how living

things grow, they look for patterns. A pattern is something, such as a series of changes, that repeats.

Plants go through a series of changes as they grow. The pattern of changes that a member of a species goes through during its lifetime is called a life cycle.

Common sunflower plants go through different stages in their life cycle. Each sunflower begins its life as a seed. If the seed has enough water and is warm enough, it sprouts into a seedling. Over time, the seedling can grow into an adult plant. Adult sunflower plants can make flowers. With enough sunshine and water, the flowers can make new seeds. Each sunflower seed is surround-ed by a tiny, dry fruit that protects the seed inside. Finally, after a common sun-flower makes new seeds, it dies. A sunflower’s life cycle is a pattern that its offspring repeat.

A common sunflower plant goes through its full life cycle in less than a year. At the end of the growing season, it dies and drops seeds that begin the life cycle again.

Life Cycle of the Common Sunflower

Adult sunflower

Adult sunflower with seeds

Dies at the end of the growing

season

Dead sunflower drops seedsSunflower seed

Sunflower seedling

© Teachers’ Curriculum Institute90 Lesson 5 What Are the Life Cycles of Plants?

T E X T W I T H N O T E S

In each circle, draw a picture of a sunflower in the correct stage of its life cycle. You should draw a seed, a seedling, a fully grown plant with a flower, a plant that has developed new seeds, and a plant that has reached the end of its life span and died.

Seeds receive the right amount

of water and warmth.

Seeds are carried away from

the flower. The life cycle repeats.

Insects move pollen to the part of the flower that produces seeds.

Seedling grows into a plant

and produces flowers.

After producing seeds, the

sunflower dies.

91© Teachers’ Curriculum Institute Lesson 5 What Are the Life Cycles of Plants?


4. Apple Trees Have a Life CycleWhen you last ate an apple, did you

see the seeds inside? Those tiny seeds can grow into big apple trees if the conditions are right.

Apple trees go through a life cycle similar to sunflowers'. An apple tree also starts as a seed. If the seed has enough water and sunshine, it will sprout into a seedling. Over many years, the seedling may grow into an adult plant. In spring, leaves and flowers grow on adult apple trees. Next, the flowers make seeds and apples, fruits that surround the new seeds. Unlike a sunflower, an apple tree’s fruit is large and juicy. The seeds inside the new apples can grow into new apple trees. The new apple trees will then go through the life cycle again. Unlike sunflowers, adult apple trees can survive to reproduce many times before they die.

An apple tree makes fruits with seeds, but not until it has grown for several years. The adult apple tree can survive for many years and make new fruit each year.

Life Cycle of the Apple Tree

Apple tree seedling

Adult apple tree with flowers

Continues to blossom for many years

Adult apple treewith fruit

Dead appletree

Eventuallydies

Apple tree seed

© Teachers’ Curriculum Institute92 Lesson 5 What Are the Life Cycles of Plants?


Look at the diagram of an apple tree’s life cycle below. In each box, write in your own words how the apple tree is changing during that stage of its life cycle.

93© Teachers’ Curriculum Institute Lesson 5 What Are the Life Cycles of Plants?


Fine Arts

Fine Arts At-Home Learning Grades K-5

2020 Fine Arts At-Home Learning

GRADE K-5

Learning Summary: MUSIC

Student will continue to build on music skills and knowledge previously acquired during weekly fine arts classes.

RESOURCES Access Your Online Quaver Student Access Account For FIRST-TIME users:

1. Go to the Clover Park website.

2. Click: Student

3. Choose District Learning Apps from the drop-down menu.

4. Click: Clever Portal

5. Click: Log in with Active Directory

6. Put in your Username and Password.

7. Scroll down until you see QuaverMusic.com.

8. Click: Quaver

9. Click: No I Need a New Account Note: If you choose Access QuaverMusic with Adobe Flash, you will need to click on the yellow Student tab at the bottom of the screen to go to Assignments.

10. Click: Student (at bottom of page)

11. Click: Assignments

12. Click on the lesson your teacher assigned, & click Launch.

MUSIC LESSON

Log in to your Quaver account to see the music lesson your fine arts teacher has assigned for you. Upon completion, your fine arts teacher will review your work and give you feedback.



Access K-5 Weekly Quaver Music Lesson at Home!

Dear Student & Family, To continue building your musical talents, log into your student Quaver account from home and complete a weekly lesson your teacher has assigned for you. If you have never logged in from home, see below for instructions on how to do so. HOW TO ACCESS QUAVER FROM HOME: 1. Decide if you want to use Flash or not. (See

screenshot at right.)

The first time you enter Quaver, you’ll see the Flash decision page. You may complete your lessons with or without Flash. However, you need Flash to enable your avatar.

At any time, you can switch back to using Flash. Scroll down to the bottom the page and click "CLICK TO ACCESS QUAVERMUSIC WITH FLASH.”

2. Get to know your Student Dashboard

Your QuaverMusic.com experience all happens right here on the Student Dashboard! Your teacher’s weekly assignment will be waiting for you here. Click “Assignments.”

Additionally, consider exploring… Student Interactives: Explore a full

menu of additional engaging web-based activities.

Creatives: Compose your own pieces on piano, drums, guitar and more! QuaverBooks: Explore digital books about musical styles and time periods and take quizzes to test

what you’ve learned.



¡Accede la Lección Semanal de Música Quaver K al 5 en tu Casa!

Estimado(a) Estudiante y Familia: Para continuar desarrollando tus talentos musicales, inicia sesión (log into) en tu cuenta de estudiante Quaver desde tu casa y completa la lección semanal que tu maestro(a) te ha asignado. Si nunca has iniciado una sesión desde tu casa, consulta abajo las instrucciones sobre cómo hacerlo. CÓMO ACCEDER QUAVER DESDE LA CASA: 3. Decide si quieres usar Flash o no. (Ver imagen a

la derecha).

La primera vez que ingreses a Quaver, verás la página de la decisión si usar Flash o no. Tú puedes completar tus lecciones con o sin Flash. Sin embargo, necesitas usar Flash para habilitar tu avatar.

En cualquier momento, puedes volver a usar Flash. Deslízate hacia la parte inferior de la página y haz clic en "CLICK TO ACCESS QUAVERMUSIC WITH FLASH” (Clic para Acceder Quavermusic con Flash).

4. Familiarízate con tu Dashboard (Tablero) de

Estudiante

¡Tu experiencia QuaverMusic.com ocurre aquí mismo en el Dashboard del Estudiante! Las asignaturas semanales de tu maestro(a) te estarán esperando aquí. Haz clic en “Assignments” (Asignaturas).

Adicionalmente, considera explorar… Estudiantes interactivos: Explora un

menú completo de atractivas actividades basadas en la Internet.

Creativos(as): ¡Puedes componer tus propias piezas en piano, batería, guitarra y más! QuaverBooks: Explora libros digitales sobre estilos musicales, épocas musicales en el tiempo y toma

pruebas (quizzes) para probar lo que has aprendido.

Social

Emotional

Learning

Tacoma Arts Live

LENS Project

Resources

www.tacomaartslive.org

LENS Project

Learning Empathy, Negotiation

& Sense of Self

A social-emotional learning program designed to

empower students, families and service members,

and build community through creative projects and

art-based activities.

“Even on the days when I’m not really feeling it, LENS just

seems to make me happy again” – LENS student

Once your family has participated in as many LENS Project

activities as you would like, please fill out our survey.

We appreciate your feedback!

Enjoy the following LENS Project lessons adapted for at-home use and keep an eye

out for more activities to come!

Please contact [email protected] with any questions or to request permission to copy this lesson.

LENS Project

The Iceberg

Ages All Ages!

LENS Skill Sense of Self

Why? When I explore my identity and personal qualities, I can better

understand and express myself to others.

Materials Paper

Pencils/pens

Markers/coloring utensils

Summary In this activity, participants will explore their culture and identity to develop Sense of Self skills

by framing culture like an iceberg, some parts of ourselves are visible others and some are

under the surface. Participants will create their own “Cultural Iceberg” as they explore and

express the aspects of culture that help make them who they are.

Directions

1.) Establishing Understanding

First, define what “culture” means. According to the dictionary, culture is “the set of shared

attitudes, values, goals, and practices that characterizes an institution or organization.” As a

group, brainstorm as many different examples of culture you can think of.

Examples: foods, holidays, communication styles, music, games, stories, approaches to

problem-solving, concept of time, etc.

For a visual aid, look at the “Cultural Iceberg” at the end of the lesson. Notice that there are

“surface” culture aspects that are more outwardly visible, and “deep” culture examples that

are less visible to others because they describe our attitudes and how we think.

2.) Personal Iceberg

Each participant will now create their own personal iceberg with their

culture and aspects of their identity. Using a clean piece of paper,

have each person draw a unique iceberg shape on their paper. Wait

to draw the dividing line between “surface” and “deep” cultures. Try

to use the majority of the page so there is plenty of space inside the

iceberg.

Next, participants will fill in their iceberg with the aspects of culture

that are particular them as an individual. As a family, there may be

many similar representations on each person’s iceberg! Think of

mailto:[email protected]


ways to represent culture beyond words – consider colors, images, and symbols that can

also represent aspects of identity (i.e. flags or religious symbols). Be sure to organize the

iceberg with “surface” examples toward the top and “deep” culture examples toward the

bottom.

Ideas for Personal Culture Exploration:

What special foods does your family make and/or eat?

What traditions do you have associated with certain holidays?

What activities does your family do together?

What are expectations around how you speak to older members of your family, such

as grandparents?

Once the iceberg is filled in, each participant should now think about where their dividing line

is – what is culture that we see on the surface, and what are things that are deep or less

obvious to others?

3.) Sharing

Each person then shares their iceberg with the rest of the group, selecting 3-4 specific things

to share. As a family, discuss what is similar across everyone’s icebergs (i.e. religious

symbols, holiday traditions, etc.) and what is different (i.e. hobbies, communications styles,

etc.)

4.) Reflect

Discuss or write your thoughts about the following reflection questions.

What was your attitude toward this exercise at the beginning? What was your attitude

at the end?

How did it feel to represent your culture on paper? How did it feel to share with

others?

What was it like connecting with others about each of your cultures?

Other ways to Play:

1. For further exploration, identify the 3-5 aspects of culture that are most important to each

person and rank them by order of importance. How is this order similar to or different from

your family members?

2. Consider doing this activity or sharing your creation virtually with friends or family members.

When working with family members from other generations, notice if where your values or

identities are similar or different

3. Consider creating your iceberg in a digital medium such as Publisher, Canva, etc.





LENS Project

Seven Sentence Story

Ages All Ages!

LENS Skill Negotiation

Why? When I listen to others’ ideas and build upon them with my own

ideas, we can create amazing things together.

Materials Seven Sentence Story Starters (see Directions)

Vocabulary Improvisation (or Improv): form of live theatre in which the plot,

characters and dialogue of a game, scene or story are made up

in the moment.

Summary In this activity, participants will use sentence starters and their own creativity to tell imaginative

stories together. With each participant taking turns contributing a sentence to the story,

everyone has the chance to practice Negotiation skills by listening to and exploring the ideas of

others in order to add to and complete the story.

Directions

1.) Establish Understanding

Discuss the concept of improvisation. Improvisation means saying the first thing that comes

to your mind, thinking on your feet, not preplanning what you’re going to say or do. When

improvising with others it’s important to “make offers” which means contributing ideas and

suggestions and to “say yes” or accept the ideas of others. This activity uses improvisation

skills to create stories. Make sure everyone playing knows what contributes to strong story

structure (i.e. characters, setting, rising action, and climax).

Consider brainstorming a list of characters, situations, and/or themes to be used as

suggestions in this activity.

2.) Sentence Starters

Share the sentence starters with everyone on a large

piece of paper, whiteboard, or on paper copies so

everyone can see them. These will be used for group

stories which everyone will create together.

Each person in the group will take turns using one

sentence to tell a part of a story. The next person will

continue the story that has been started using the

next sentence starter.

Seven Sentence Story Starters:

Once upon a time…

And every day…

Until one day…

And because of this…

And because of that…

Until finally…

And ever since then…



Consider doing a practice round where one person tells a whole story with the

sentence starters, demonstrating how to start, develop, and conclude the story within

the seven sentences.

Example 1: Fantasy/Animals

Once upon a time there was a turtle named Sam.

And every day Sam would wander through the jungle looking for a friend.

Until one day he came upon a sloth named Mortimer.

And because of this Sam wondered if he might have finally met a friend.

And because of that Sam began talking with Mortimer and found out they had a

lot in common.

Until finally Sam and Mortimer agreed to be friends and look out for each other.

And ever since then Sam and Mortimer became inseparable, living out their

days under the best tree in the jungle.

Example 2: Realism

Once upon a time there was a girl named Jessie.

And everyday she sat on the couch, doing nothing to help around the house.

Until one day her father said she must help out by doing her chores.

And because of this Jessie complained.

And because of that he said no more screen time until her chores are done.

Until finally Jessie realized that helping out was the right thing to do.

And ever since then Jessie only needs two reminders to get busy on her chores.

3.) Tell Stories

Using this seven sentence starter format, tell as many

stories as time allows!

4.) Reflect

Discuss or write your thoughts about the following reflection

questions.

What was easy and/or difficult about this process?

Did everyone work together to tell a story that made

sense?

How did you make space for others in this activity?

How did you make a plan for what to say or do?

If there were conflicts, how did you work through them?

Other ways to Play:

1. Consider playing this game virtually with friends or family members.

2. Write out the stories and make illustrations as if it were a picture book.

3. For more writing practice, write a prequel (what happened before our story) or sequel (what

happens after) to this story using any format you wish. Also, consider writing a monologue

(one person’s perspective in a paragraph-like format) for a character of your choice.



LENS Project

Survival Ages All Ages!

LENS Skill Negotiation

Why? Sharing my ideas and being flexible and adaptable can lead to

successful negotiation.

Materials Scenario and list of items (included)

Scratch paper and writing utensil for notes

Summary In this activity, participants will be given a scenario and a list of items to prioritize for survival.

Using Negotiation skills, this activity asks players to collaborate by offering ideas, listening to

the ideas of others, and working together to reach a consensus on how to “survive” the mock

situation.

Directions

1.) Learn the Scenario

Have one volunteer read the survival scenario, or take turns so multiple readers can help.

Once everyone understands the scenario, read the items that were recovered.

2.) Survival!

The group must now put the items in order of importance

for surviving the scenario. Each participant should offer

ideas for how to prioritize or rank items for their usefulness

for survival and why. Have participants explain why they

have chosen certain items over others. Make sure

everyone has a chance to explain their thinking. In the end,

the group must reach a consensus (majority) conclusion.

This means not everyone will get their way, and this is OK

– it is an important part of negotiation!

3.) Compare

Using the Army’s ranking for the most useful items for survival (included at the end of this

lesson), compare your list and see how it may differ.



4.) Reflect


For those who do not often share their ideas, how successful do you feel you were at

working to share your ideas?

For those who tend to share easily, how successful were you at making space for

others to share?

What was easy and/or difficult about this process?

How did you make space for others in this activity?

If there were conflicts, how did you work through them?

What strategies did your group use to reach agreement?

SURVIVAL - A Simulation Game

SCENARIO

You and your companions have just survived the crash of a small plane. Both the pilot and co-

pilot were killed in the crash. It is mid-January, and you are in Northern Canada. The daily

temperature is 25 degrees below zero, and at night temperature drops to 40 degrees below

zero. There is snow on the ground, and the countryside is wooded with several creeks

crisscrossing the area. The nearest town is 20 miles away. You are all dressed in city clothes

appropriate for a business meeting. Your group of survivors managed to salvage the following

items:

A ball of steel wool

A small ax

A loaded .45-caliber pistol

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

20 x 20 ft. piece of heavy-duty canvas

A sectional air map made of plastic

One quart of 100-proof whiskey

A compass

Family-size chocolate bars (one per person)

Your task as a group is to list the above 12 items in order of importance for your survival. List

the uses for each. You MUST come to agreement as a group.

Other ways to Play:

1. Practice creative writing skills by creating new scenarios and lists of items for other

members of your household to rank.

2. For more writing practice, create a before and/or after story for the scenario – why was

everyone on the plane? How did they get rescued and what happened after they went

home? You could even create scenes with your group to act out these stories.



BACKGROUND INFORMATION

Mid-January is the coldest time of year in Northern Canada. The first problem the survivors face

is the preservation of body heat and the protection against its loss. This problem can be solved

by building a fire, minimizing movement and exertion, using as much insulation as possible, and

constructing a shelter.

The participants have just crash-landed. Many individuals tend to overlook the enormous shock

reaction this has on the human body, and the deaths of the pilot and co-pilot increases the

shock. Decision-making under such circumstances is extremely difficult. Such a situation

requires a strong emphasis on the use of reasoning for making decisions and for reducing fear

and panic. Shock would be shown in the survivors by feelings of helplessness, loneliness,

hopelessness, and fear. These feelings have brought about more fatalities than perhaps any

other cause in survival situations. Certainly the state of shock means the movement of the

survivors should be at a minimum, and that an attempt to calm them should be made.

Before taking off, a pilot has to file a flight plan which contains vital information such as the

course, speed, estimated time of arrival, type of aircraft, and number of passengers. Search-

and-rescue operations begin shortly after the failure of a plane to appear at its destination at the

estimated time of arrival.

The 20 miles to the nearest town is a long walk under even ideal conditions, particularly if one is

not used to walking such distances. In this situation, the walk is even more difficult due to

shock, snow, dress, and water barriers. It would mean almost certain death from freezing and

exhaustion. At temperatures of minus 25 to minus 40 degrees, the loss of body heat through

exertion is a very serious matter.

Once the survivors have found ways to keep warm, their next task is to attract the attention of

search planes. Thus, all the items the group has salvaged must be assessed for their value in

signaling the group’s whereabouts.

OFFICIAL RANKINGS ON THE NEXT TWO PAGES!

DON’T READ AHEAD UNTIL YOU’RE READY!



RANKINGS

The ranking of the survivors’ items was made by Mark Wanvig, a former instructor in survival training for

the Reconnaissance School of the 101st Division of the U.S. Army. Mr. Wanvig currently conducts

wilderness survival training programs in the Minneapolis, Minnesota area. This survival simulation game

is used in military training classrooms.

1. Cigarette lighter (without fluid)

The gravest danger facing the group is exposure to cold. The greatest need is for a source of

warmth and the second greatest need is for signaling devices. This makes building a fire the

first order of business. Without matches, something is needed to produce sparks, and even

without fluid, a cigarette lighter can do that.

2. Ball of steel wool

To make a fire, the survivors need a means of catching he sparks made by the cigarette lighter.

This is the best substance for catching a spark and supporting a flame, even if the steel wool is

a little wet.

3. Extra shirt and pants for each survivor

Besides adding warmth to the body, clothes can also be used for shelter, signaling, bedding,

bandages, string (when unraveled), and fuel for the fire.

4. Can of Crisco shortening

This has many uses. A mirror-like signaling device can be made from the lid. After shining the

lid with steel wool, it will reflect sunlight and generate 5 to 7 million candlepower. This is bright

enough to be seen beyond the horizon. While this could be limited somewhat by the trees, a

member of the group could climb a tree and use the mirrored lid to signal search planes. If they

had no other means of signaling than this, they would have a better than 80% chance of being

rescued within the first day. There are other uses for this item. It can be rubbed on exposed

skin for protection against the cold. When melted into an oil, the shortening is helpful as fuel.

When soaked into a piece of cloth, melted shortening will act like a candle. The empty can is

useful in melting snow for drinking water. It is much safer to drink warmed water than to eat

snow, since warm water will help retain body heat. Water is important because dehydration will

affect decision-making. The can is also useful as a cup.

5. 20 x 20 foot piece of canvas

The cold makes shelter necessary, and canvas would protect against wind and snow (canvas is

used in making tents). Spread on a frame made of trees, it could be used as a tent or a wind

screen. It might also be used as a ground cover to keep the survivors dry. Its shape, when

contrasted with the surrounding terrain, makes it a signaling device.

6. Small ax

Survivors need a constant supply of wood in order to maintain the fire. The ax could be used for

this as well as for clearing a sheltered campsite, cutting tree branches for ground insulation, and

constructing a frame for the canvas tent.

7. Family size chocolate bars (one per person)

Chocolate will provide some food energy. Since it contains mostly carbohydrates, it supplies the

energy without making digestive demands on the body.



8. Newspapers (one per person)

These are useful in starting a fire. They can also be used as insulation under clothing when

rolled up and placed around a person’s arms and legs. A newspaper can also be used as a

verbal signaling device when rolled up in a megaphone-shape. It could also provide reading

material for recreation.

9. Loaded .45-caliber pistol

The pistol provides a sound-signaling device. (The international distress signal is 3 shots fired

in rapid succession). There have been numerous cases of survivors going undetected because

they were too weak to make a loud enough noise to attract attention. The butt of the pistol could

be used as a hammer, and the powder from the shells will assist in fire building. By placing a

small bit of cloth in a cartridge emptied of its bullet, one can start a fire by firing the gun at dry

wood on the ground. The pistol also has some serious disadvantages. Anger, frustration,

impatience, irritability, and lapses of rationality may increase as the group awaits rescue. The

availability of a lethal weapon is a danger to the group under these conditions. Although a pistol

could be used in hunting, it would take an expert marksman to kill an animal with it. Then the

animal would have to be transported to the crash site, which could prove difficult to impossible

depending on its size.

10. Quart of 100 proof whiskey

The only uses of whiskey are as an aid in fire building and as a fuel for a torch (made by soaking

a piece of clothing in the whiskey and attaching it to a tree branch). The empty bottle could be

used for storing water. The danger of whiskey is that someone might drink it, thinking it would

bring warmth. Alcohol takes on the temperature it is exposed to, and a drink of minus 30

degrees Fahrenheit whiskey would freeze a person’s esophagus and stomach. Alcohol also

dilates the blood vessels in the skin, resulting in chilled blood belong carried back to the heart,

resulting in a rapid loss of body heat. Thus, a drunk person is more likely to get hypothermia

than a sober person is.

11. Compass

Because a compass might encourage someone to try to walk to the nearest town, it is a

dangerous item. Its only redeeming feature is that it could be used as a reflector of sunlight

(due to its glass top).

12. Sectional air map made of plastic

This is also among the least desirable of the items because it will encourage individuals to try to

walk to the nearest town. It’s only useful feature is as a ground cover to keep someone dry.



LENS Project

Our Family Constellation

Ages All Ages!

LENS Skill Sense of Self and Negotiation

Why? Working together to create a three-dimensional

representation of our family unit helps us understand our

family better and develop deeper relationships to one another

Materials Get creative with the supplies you already have at home!

Star Stencils (print or trace our stencils, find your own

star shapes online, freehand it)

Cardstock, recycled folders, cereal boxes or other thin

cardboard

Glue or glue sticks (No glue? Make your own with flour and water!)

Scissors

Fishing line, string, thread, yarn, or ribbon

2 dowels, skewers (with points snipped off), chopsticks, popsicle sticks, or

sticks from the yard

Collage materials: magazines, postcards, stamps, greeting/holiday cards,

photos, coloring book pages, stickers, construction or scrapbook paper,

calendars

Hole punch (Optional)

Beads, buttons, other weighted material (Optional)

Summary

This LENS activity is designed to encourage the whole family to work together and collaborate.

You will all be able to explore how you relate to each other, reflect on your strengths, emotions

and how you communicate. Your family will collaborate to create a collage mobile highlighting

each member’s sense of self in a family “constellation”.

Warm-up

1.) Choose an Image

Look through your collage materials, have each family member

choose an image that they are drawn to.

This is your chance to warm-up your creative muscles.

You don’t have to be a visual artist to participate.

What image do you have a strong affinity or reaction

too? Why?

2.) Share your Image

Let everyone share their chosen image and explain why they chose it.

What caught your attention? What stood out to you in the picture?

How does the image make you feel?



Directions

1.) Select a Star Shape

Each family member will choose their star shape. Trace them onto the

cardstock and cut out the stars. You can use the star shapes included or

free hand your own.

Keep consistent size in mind for each of your stars. This will help

with balance when you hang your stars. Make your stars as big or

small as your family would like, just make the decision together.

2.) Collage your Star

Each family member will create a collage on both sides of their star,

using pictures, images and colors that reflect their Sense of Self. Our

Sense of Self includes our personal qualities, values, beliefs, roles,

responsibilities, hobbies, goals, etc.

Use whatever collage materials your family has at home, i.e.

magazines, coloring book pages, postcards, calendars, construction or

scrapbook paper. As you select the items to include in your Sense of

Self collage, ask yourself:

What are my personal qualities, roles, hobbies, goals?

What images, colors, textures, and patterns can I choose to

reflect these things on my star?

Try to fill as much of your star as possible!

3.) Build your Mobile’s Frame

Using your string or thread lash your two dowels together to form an “X”.

Follow the included instructions for a clove hitch knot or work together to

find your own way to create your mobile’s frame.

4.) Hang your Stars

Next, punch a hole in each star or carefully cut a hole using your scissors.

Hang each star from your mobile’s frame using your fishing line or other string-

type material. As you work together and Negotiate with one another to hang

the stars, use the following questions to guide your choices:

Where does each star fall in your family’s “constellation”?

Who balances you out or who do you help balance out in the family?

Who are you close to? Who do you want to get closer to?

OPTIONAL: Add beads, buttons, or other weighted objects to help balance out

your family’s mobile. You can add them to the fishing line or string above your

star, hang them at the bottom, glue them on, or use another method your family

creates to balance your mobile.

Be sure to Negotiate with your family to determine how much time to take for each step

Are you someone that works quickly? How can you support those who need more time?

Are you someone who likes to take your time? Consider how your family might be feeling as they wait.



5.) Reflect & Celebrate

Once your family has completed your constellation find where to display it! Be sure to also

take some time to reflect together on the following questions. (You could discuss as a family

or journal individual reflections.)

What is your favorite part of your own star?

What do you enjoy about the stars of your family members?

Were there any challenges when putting together your mobile? How did your family

work through them?

How did you reflect your Sense of Self during this activity?

What was a moment your family had to Negotiate to complete your constellation?

How successful was that process?

How did you develop stronger connections to one another during this activity?

Fun Additions!

Create stars for family pets

Create stars for family members who are social distancing. Call or use a virtual

platform to discuss what images they would include on their star. You could even ask

them to create their own star and send it to you for the family constellation.



Star Stencils



Star Stencils



Star Stencils



Star Stencils





LENS Project

Our Family Tree

Ages All Ages!

LENS Skill Sense of Self and Negotiation

Why? Working together to create a three-dimensional representation

of our family unit helps us understand our family better and

develop deeper relationships to one another


Leaf Stencils (print or trace our stencils, find your own

leaf shapes online, freehand it)

Cardstock (11x17 if possible), cereal boxes or other thin cardboard

Blank paper

Glue or glue sticks (No glue? Make your own with flour and water!)

Scissors

Coloring utensils (markers, crayons, colored pencils, sharpies, pens, pencils)

Tissue paper in different colors

Construction paper

Summary

This LENS activity is designed to encourage the whole family to work together and collaborate.

You will all be able to explore how you relate to each other, reflect on your strengths, emotions

and how you communicate. Your family will collaborate to create a family tree highlighting the

activities and traditions that make your family “flourish”.

Warm-up

1.) Individual Scribble

Each family member will choose a crayon and take a blank piece of paper. Set a timer for 30

seconds, during which time, everyone scribbles without stopping.

This is your chance to warm-up your creative muscles. You

don’t have to be a visual artist to participate.

Scribbling means you aren’t trying to draw anything on

purpose, just don’t lift your crayon.

OPTIONAL: Consider closing your eyes while scribbling or try

using your non-dominant hand.

2.) Joint Scribble

Now take a new piece of paper, just one for the whole family. If you have a larger piece of

paper you can use it now. During this round everyone will be scribbling on the same page.

Each family member can keep their crayon or choose a new color. Set a timer for another 30

seconds (or 45 seconds if you want more of a challenge).



Remember, don’t lift your crayon and don’t try to draw anything on purpose.

Decide as a family if your lines can cross.

How does it feel to share the paper?

3.) Speed Sketch

Using the back of your individual scribble pages or a new blank page, get ready to sketch.

Set the timer for 3 minutes now, during which time each person will sketch a tree that

reflects your family in some way.

This is just a warm-up to get your first idea down on paper. Don’t overthink or plan

too much, it’s just a sketch.

Consider the type of tree, size, or shape. Consider any distinguishing features on

your tree that can reflect your family.

Once everyone is done, take a few minutes to share your trees.

Directions

1.) Create the Roots

At the base of the 11x17 cardstock (or equivalent material) list

the names of each family member, thinking of each person as

one of the roots of the tree. Utilize whatever writing utensil(s)

your family would like.

Where is each family member placed in the root

system? How do they connect?

What writing style will you use to write each name? Will everyone’s name be in the

same style or will you choose a different style for each person?

Include any relatives or pets who are considered important family members.

2.) Create the Trunk

Each family member should choose a color of tissue paper that reflect

their Sense of Self. Use each family member’s tissue paper to “paint or

sculpt” the trunk of the tree. You can cut and tear your tissue paper into

any shape or size or into multiple pieces.

Collaborate to create and shape the trunk of the

tree by combining everyone’s tissue paper.

You could layer the pieces of tissue paper

or combine them into a mosaic. Or

brainstorm your own method!

If you don’t have tissue paper at home,

that’s ok, get creative with what you have!

You could use construction paper, napkins

or paper towels. Consider using markers or

paint to add some color.

Be sure to negotiate with your family to determine how much time to take for each step

Are you someone that works quickly? How can you support those who need more time?

Are you someone who likes to take your time? Consider how your family might be feeling as they wait.



3.) Create the Leaves

Create the leaves using the leaf templates included

(or free hand your own leaf shapes) and

construction paper. On each leaf, add drawings or

words that represent an activities your family does

together, places you’ve been, traditions, routines,

special memories, etc. Then work together to layer

your leaves onto the tree.

What makes your family flourish? What

activities, traditions, and places are special

to your family?

As your family is decorating the leaves, you can also create branches extending from

the trunk, using tissue paper, construction paper, paper bags, markers or any other

way your family creates together.

4.) Reflect & Celebrate

Once your family has completed your tree you’ll want to consider where to display it! Be sure

to also take some time to reflect together on the following questions. (You could discuss as

a family or journal individual reflections.)

What is your favorite part of your family’s tree?

Were they any challenges when putting together your tree? How did your family work

through them?

How did you reflect your Sense of Self during this activity?

What was a moment your family had to Negotiate to complete your tree? How

successful was that process?

How did you develop stronger connections to one another during this activity?

Fun Additions!

Consider connecting with extended family on a virtual platform for their input. They

can contribute ideas for the leaves, or add to the trunk and roots.

Does your family tree reach to other countries? How can your tree represent your

family’s cultural heritage?



Leaf Stencils



LENS Project

Learning Empathy, Negotiation & Sense of Self

A social-emotional learning program designed to empower students, families and service members, and build community through creative projects and art-based activities.

“Even on the days when I’m not really feeling it, LENS just seems to make me happy again” – LENS student

Once your family has participated in as many LENS Project activities as you would like, please fill out our survey. We appreciate your feedback!



LENS ProjectLearning Empathy, Negotiation

& Sense of SelfAprendiendo Empatía, Negociación y Sentido de Sí Mismo(a)

Un programa de aprendizaje social-emocional diseñado para empoderar estudiantes, familias, miembros de servicio y a construir comunidad por medio de proyectos creativos y actividades basadas en las artes.

Disfruten las siguientes lecciones de LENS Project adaptadas para uso en la casa y ¡estén alertas a más actividades por venir!

“Hasta en los días que realmente no lo estoy ‘sintiendo’ LENS me alegra otra vez” – Estudiante de LENS

Una vez que tu familia haya participado en todas las actividades LENS Project que quieran, por favor completen nuestra encuesta.

¡Nosotros apreciamos sus comentarios!



LENS Project







Por favor comuníquese con [email protected] para cualquier pregunta o pedir permiso para copiar esta lección.

LENS ProjectEl Témpano

Edades ¡Todas las Edades!

DestrezaLENS Sentido de Sí Mismo(a)

¿Porqué? Cuando yo exploro mi identidad y cualidades personales, yo puedo entenderme y expresarme mejor a los(as) demás.

Materiales Papel Lápices/bolígrafos Marcadores/utensilios para colorear

Resumen

En esta actividad, los(as) participantes explorarán su cultura e identidad para desarrollar habilidades del Sentido de Sí Mismos(as) mediante el enmarcar la cultura como un témpano, algunas partes de nosotros(as) son visibles a los(as) demás y otras están bajo la superficie. Los(as) participantes crearán su propio “Témpano Cultural” en la medida que exploran y expresan los aspectos de cultura que les ayudan a ser quienes son.

Instrucciones

1.) Establecer EntendimientoPrimero, definir lo que ‘cultura” significa. De acuerdo al diccionario, cultura es “el grupo de actitudes compartidas, valores, metas y prácticas que caracterizan una institución u organización.” Como grupo, hacer una lluvia de ideas con los diferentes ejemplos de cultura que puedan pensar. Ejemplos:comidas,díasfestivos,estilosdecomunicación,música,juegos,cuentos,formasderesolverproblemas,conceptodetiempo,etc.

Para una ayuda visual, vean el “Témpano Cultural” al final de la lección. Fíjense que hay aspectos culturales “superficiales,” que son externamente más visibles, y que hay ejemplos “profundos” de cultura, que son menos visibles para los(as) demás porque describen nuestras actitudes y cómo pensamos.

2.) Témpano PersonalCada participante ahora creará su propio témpano personal con su cultura y aspectos de su identidad. Utilizando una hoja limpia de papel, hacer que cada persona dibuje una forma de témpano única en su papel. Esperar para dibujar la línea divisoria entre cultura “superficial” y “profunda.” Traten de usar la mayor parte de la hoja para que haya suficiente espacio para escribir adentro del témpano.

Seguidamente, los(as) participantes llenarán el témpano con los aspectos de cultura que les son particulares a ellos(as) individualmente como persona. Como familia, ¡puede que hayan muchas representaciones similares en el témpano de cada persona! Piensen en las formas de


LENS Project








LENS Project

The IcebergAges All Ages! LENSSkill Sense of Self Why? When I explore my identity and personal qualities, I can better

understand and express myself to others. Materials Paper

Pencils/pens Markers/coloring utensils

Summary In this activity, participants will explore their culture and identity to develop Sense of Self skills by framing culture like an iceberg, some parts of ourselves are visible others and some are under the surface. Participants will create their own “Cultural Iceberg” as they explore and express the aspects of culture that help make them who they are. Directions

1.) Establishing Understanding First, define what “culture” means. According to the dictionary, culture is “the set of shared attitudes, values, goals, and practices that characterizes an institution or organization.” As a group, brainstorm as many different examples of culture you can think of. Examples:foods,holidays,communicationstyles,music,games,stories,approachestoproblem-solving,conceptoftime,etc. For a visual aid, look at the “Cultural Iceberg” at the end of the lesson. Notice that there are “surface” culture aspects that are more outwardly visible, and “deep” culture examples that are less visible to others because they describe our attitudes and how we think.

2.) Personal Iceberg

Each participant will now create their own personal iceberg with their culture and aspects of their identity. Using a clean piece of paper, have each person draw a unique iceberg shape on their paper. Wait to draw the dividing line between “surface” and “deep” cultures. Try to use the majority of the page so there is plenty of space inside the iceberg. Next, participants will fill in their iceberg with the aspects of culture that are particular them as an individual. As a family, there may be many similar representations on each person’s iceberg! Think of


Otras formas de Jugar: 1. Para una exploración mayor, identificar los 3 a 5 aspectos de la cultura que son más importantes para cada persona y ponerlos en una lista por orden de importancia. ¿Cómo es este orden similar o diferente al de los miembros de tu familia?

2. Considerar hacer esta actividad o compartir tu creación virtualmente con amigos(as) o miembros de tu familia. Al compartir con miembros de tu familia de otras generaciones, nota dónde tus valores o identidades son similares o diferentes.

3. Cosiderar crear tu Témpano en un medio digital como Publisher, Canva, etc.

representar la cultura más allá de las palabras -- considerar colores, imágenes y símbolos que también pueden representar aspectos de identidad (ej: banderas o símbolos religiosos). Asegurarse de organizar el témpano con los ejemplos de “superficial” en la parte de arriba y ejemplos de cultura “profunda” en la parte de abajo.

Ideas para la Exploración de la Cultura Personal:¿Qué comidas especiales hace y/o come tu familia?¿Qué tradiciones tienes tú asociadas con ciertos días de fiesta?¿Qué actividades hace tu familia en conjunto?¿Cuáles son las expectaciones sobre cómo tú debes hablarle a los(as) mayores en tu familia, tales como los(as) abuelos(as)?

Una vez completo el témpano, cada participante debe pensar dónde su línea divisoria está ubicada - ¿Cuál es la cultura que vemos en la superficie y cuáles son las cosas que están profundas o menos obvias a los(as) demás?

3.) Compartir Cada participante ahora compartirá su propio témpano con el resto del grupo, seleccionando 3 o 4 cosas específicas para compartir. Como familia, dialoguen sobre las cosas que son similares en los témpanos de todos(as) (ej: símbolos religiosos, tradiciones de días de fiesta, etc.) y cuáles son diferentes (ej: los pasatiempos, estilos de comunicación, etc.).

4.) Refexionar Dialoga o escribe tus pensamientos acerca de las siguientes preguntas de reflexión:

¿Cuál fue tu actitud hacia este ejercicio en un principio? ¿Cuál fue tu actitud al final?¿Qué sentiste al representar tu cultura en papel? ¿Cómo se sintió el compartirla con

los(as) demás?¿Cómo fue el conectar con otros(as) acerca de cada cultura?

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LENS ProjectCuento de Siete Frases


DestrezaLENS Negociación

¿Porqué? Cuando yo escucho las ideas de los(as) demás y las desarrollo con mis propias ideas, unidos(as) podemos crear cosas increíbles.

Materiales Comienzos de Cuentos de Siete Frases (ver Instrucciones)

Vocabulario Improvisación: forma de teatro en vivo, en el cual la trama, los personajes y dialogo de un juego, escena o cuento se inventan en el momento. Resumen

En esta actividad, los(as) participantes usarán inicios de frases y su propia creatividad para juntos(as) contar cuentos imaginativos. Cada participante tomará turnos diciendo una frase del cuento, todos(as) tienen la oportunidad de practicar la destreza de la Negociación escuchando y explorando las ideas de otros(as) para agregarle al cuento y completarlo.

Instrucciones

1.) Establecer EntendimientoDialogar sobre el concepto de la improvisación. Improvisación significa decir lo primero que te llega a la mente, pensar en el momento, sin pre-planificar lo que vas a decir o hacer. Cuando improvisas con otros(as), es importante el “hacer ofertas” que significa contribuir ideas y sugerencias y “decir Sí” o aceptar las ideas de los(as) otros(as). Esta actividad usa destrezas de improvisación para hacer cuentos. Asegúrate que todos(as) los que jueguen sepan qué contribuye a la estructura de un cuento fuerte (ej. personajes, ambientación, acción ascendente y clímax).

Consideren una lluvia de ideas para hacer una lista de personajes, situaciones y/o temas para usar como sugerencias en esta actividad.

2.) Frases IniciadorasComparte las frases iniciadoras con todos(as) en un pedazo grande de papel, cartulina o copias en papel de manera que todos(as) las puedan ver. Estas serán usadas para cuentos en grupo en las cuales todos(as) crearán juntos(as).

Cada persona en el grupo tomará turnos para contar una parte de un cuento. La siguiente persona continuará el cuento que se ha empezado usando la siguiente frase iniciadora.

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LENS Project







Para Empezar los Cuentos de Siete Frases:

Habíaunavez...

Yentonces,cadadía...

Hastaqueundía...

Ydebidoaesto...

Ydebidoaeso...

Hastaquefinalmente...

Ydesdeentonces...


Otras formas de Jugar:1.) Considera jugar este juego virtualmente con amigos(as) y familiares.

2.) Escribe los cuentos y haz ilustraciones como si fuera un libro de historietas.

3.) Para más práctica escribiendo, escribe una precuela (lo que ocurre antes de nuestro cuento) o una continuación (lo que ocurre después) para el cuento usando el formato que desees. También, considera escribir un monólogo (la perspectiva de una persona en un formato como de párrafos) para el personaje de tu elección.

Considera hacer una ronda de práctica en la que una persona cuenta el cuento completo con las frases iniciadoras, demostrando cómo empezar, desarrollar y concluir el cuento en las siete frases.

Ejemplo1:FantasiayAnimales HabíaunavezunatortugallamadaSam. Yentonces,cadadíaSamsalíaacaminarporlaselvabuscandoun(a)amigo(a). HastaqueundíaseencontróconunperezosollamadoMortimer. YdebidoaestoSamsepreguntabasiporfinhabíaencontradounamigo. YdebidoaesoSamempezóaconversarconMortimerydescubrióquetenían muchoencomún. HastaquefinalmenteSamyMortimerdecidieronseramigosyprotegerseentresi. YdesdeentoncesSamyMortimersehicieroninseparables,viviendosusdíasbajo elmejorárbolenlaselva.

Ejemplo2:Realismo HabíaunavezhabíaunaniñallamadaJessie. Yentonces,cadadíaellasesentabaenelsofásinhacernadaparaayudarenlacasa. Hastaqueundíasupapádijoqueellateníaqueayudarhaciendosusquehaceres. YdebidoaestoJessiesequejó. Ydebidoaesoéldijonotelevisiónhastaquesusquehaceresesténhechos. HastaquefinalmenteJessiesediocuentaqueayudarenlacasaeralocorrecto. YdesdeentoncesJessiesólonecesitaquelerecuerdendosvecesquetieneque hacersusquehaceres.

3.) Contar Cuentos Usando este formato para iniciar a contar cuentos de siete frases, hagan tantos cuentos ¡como el tiempo les permita!


¿Qué fue fácil y/o difícil de este proceso?¿Trabajaron todos(as) juntos(as) para hacer un

cuento que tenía sentido?¿De qué manera le hiciste espacio a los(as) demás en

esta actividad?¿Cómo hiciste un plan para qué decir o hacer?Si hubo conflictos, ¿cómo los resolviste?

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Consider doing a practice round where one person tells a whole story with the sentence starters, demonstrating how to start, develop, and conclude the story within the seven sentences.

Example1:Fantasy/Animals OnceuponatimetherewasaturtlenamedSam. AndeverydaySamwouldwanderthroughthejunglelookingforafriend. UntilonedayhecameuponaslothnamedMortimer. AndbecauseofthisSamwonderedifhemighthavefinallymetafriend. AndbecauseofthatSambegantalkingwithMortimerandfoundouttheyhada

lotincommon. UntilfinallySamandMortimeragreedtobefriendsandlookoutforeachother. AndeversincethenSamandMortimerbecameinseparable,livingouttheir

daysunderthebesttreeinthejungle. Example2:Realism OnceuponatimetherewasagirlnamedJessie. Andeverydayshesatonthecouch,doingnothingtohelparoundthehouse. Untilonedayherfathersaidshemusthelpoutbydoingherchores. AndbecauseofthisJessiecomplained. Andbecauseofthathesaidnomorescreentimeuntilherchoresaredone. UntilfinallyJessierealizedthathelpingoutwastherightthingtodo. AndeversincethenJessieonlyneedstworeminderstogetbusyonherchores. 3.) Tell Stories

Using this seven sentence starter format, tell as many stories as time allows!

4.) Reflect


What was easy and/or difficult about this process? Did everyone work together to tell a story that made

sense? How did you make space for others in this activity? How did you make a plan for what to say or do? If there were conflicts, how did you work through them?

Other ways to Play: 1. Consider playing this game virtually with friends or family members.

2. Write out the stories and make illustrations as if it were a picture book.

3. For more writing practice, write a prequel (what happened before our story) or sequel (what

happens after) to this story using any format you wish. Also, consider writing a monologue (one person’s perspective in a paragraph-like format) for a character of your choice.



LENS Project







LENS ProjectSupervivencia


DestrezaLENS Negociación

¿Porqué? Compartir mis ideas, ser flexible y adaptable puede llevar a una negociación exitosa. Materiales Escenario y lista de elementos (incluidos) Papel para escribir y utensilio para escribir apuntes

Resumen

En esta actividad, a los(as) participantes se les dará un escenario y una lista de elementos a priorizar para la supervivencia. Usando habilidades de NEGOCIACIÓN, esta actividad les pide a los jugadores que colaboren ofreciendo ideas, escuchando las ideas de los demás y trabajando juntos para llegar a un acuerdo sobre cómo “sobrevivir” en la situación simulada.

Instrucciones

1.) Familiarizarse con el EscenarioHacer que un(a) voluntario(a) lea el escenario de supervivencia o que tomen turnos para que varios(as) lectores(as) puedan colaborar. Una vez que todos entiendan el escenario, leer la lista de los elementos que fueron recuperados.

2.) ¡Supervivencia!Ahora el grupo debe poner los elementos en orden de importancia para sobrevivir en el escenario. Cada participante debe ofrecer ideas sobre cómo priorizar o clasificar elementos por su utilidad para la supervivencia y por qué. Haz que los(as) participantes expliquen por qué han elegido ciertos artículos sobre otros. Asegúrense de que todos(as) tengan la oportunidad de explicar su pensamiento. Al final, el grupo debe llegar a una conclusión (mayoritaria) de acuerdo general. Esto significa que no todos(as) se saldrán con la suya, y esto está bien - ¡es una parte importante de la negociación!

3.) CompararUsando la clasificación del Ejército para los artículos más útiles para la supervivencia (incluída al final de esta lección), compara tu lista y ve cómo puede diferir.


LENS ProjectSurvival

Ages All Ages!

LENSSkill Negotiation

Why? Sharing my ideas and being flexible and adaptable can lead to successful negotiation.

Materials Scenario and list of items (included)Scratch paper and writing utensil for notes

Summary

In this activity, participants will be given a scenario and a list of items to prioritize for survival. Using Negotiation skills, this activity asks players to collaborate by offering ideas, listening to the ideas of others, and working together to reach a consensus on how to “survive” the mock situation.

Directions

1.) Learn the ScenarioHave one volunteer read the survival scenario, or take turns so multiple readers can help. Once everyone understands the scenario, read the items that were recovered.

2.) Survival!The group must now put the items in order of importance for surviving the scenario. Each participant should offer ideas for how to prioritize or rank items for their usefulness for survival and why. Have participants explain why they have chosen certain items over others. Make sure everyone has a chance to explain their thinking. In the end, the group must reach a consensus (majority) conclusion. This means not everyone will get their way, and this is OK – it is an important part of negotiation!

3.) CompareUsing the Army’s ranking for the most useful items for survival (included at the end of this lesson), compare your list and see how it may differ.



Para aquellos(as) que a menudo no suelen compartir sus ideas, ¿qué tan exitoso(a) sientes que fuiste esforzandote para compartir tus ideas?

Para aquellos(as) que tienden a compartir fácilmente, ¿qué tan exitoso(a) fuiste haciendo espacio para que otros(as) compartieran?

¿Qué fue fácil y/o difícil en este proceso? ¿Cómo hiciste espacio para otros(as) en esta actividad? Si hubo conflictos, ¿cómo los resolviste? ¿Qué estrategias utilizó tu grupo para llegar a un acuerdo?

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Otras formas de Jugar:1.) Practica las destrezas de la escritura creativa creando nuevos escenarios y listas de artículos para que otros(as) miembros de tu familia los clasifiquen.

2.) Para más práctica escribiendo, escribe una historia de un antes y un después para el escenario -- ¿por qué estaban todos(as) en el avión? ¿Cómo les rescataron y qué ocurrió después que se fueron a sus hogares? Pudieras también crear escenas con tu grupo para actuar estas historias.

SUPERVIVENCIA - Un Juego de Simulación

ESCENARIOTú y tus compañeros(as) acaban de sobrevivir al accidente de una avioneta. Tanto el piloto como el copiloto murieron en el accidente. Es a mediados de Enero y estás en el norte de Canadá. La temperatura durante el día es de 25 grados bajo cero y por la noche la temperatura baja a 40 grados bajo cero. Hay nieve en el suelo y el campo está lleno de árboles con varios arroyos que cruzan el área. La ciudad más cercana está a 20 millas de distancia. Todos(as) tienen puesta ropa de vestir apropiada para una reunión de negocios. Tu grupo de sobrevivientes logró rescatar los siguientes elementos:

Una bola de lana de aceroUna pequeña hachaUna pistola cargada de calibre .45

Lata de Manteca Crisco Periódicos (uno cada persona) Encendedor (sin líquido) Camisa y pantalones adicionales para cada sobreviviente 20 x 20 pies de Lona tipo Heavy Duty Un mapa aéreo en secciones, hecho de plástico. Un litro de whisky de Pueba 100 Grados Una brújula Barras de chocolate tamaño familiar (una cada persona)

Tu tarea, como grupo, es poner los 12 elementos de arriba, en una lista en orden de importancia para la supervivencia de todos(as). Hacer una lista de todos los usos de cada uno de ellos. Ustedes TIENEN que hacer acuerdos como grupo.


INFORMACIÓN DE CONTEXTOA mediados de Enero es la época más fría del año en el norte de Canadá. El primer problema que enfrentan los(as) sobrevivientes es la preservación del calor corporal y la protección contra su pérdida. Este problema puede resolverse haciendo una fogata, minimizando el movimiento y el esfuerzo, utilizando la mayor cantidad de aislación y construyendo un refugio.

Los participantes acaban de estrellarse. Muchas personas tienden a pasar por alto la enorme reacción de choque que esto tiene sobre el cuerpo humano y, la muerte del piloto y copiloto, aumenta el choque. Tomar decisiones en tales circunstancias es extremadamente difícil. Tal situación requiere un fuerte énfasis en el uso del razonamiento para tomar decisiones, para reducir el miedo y el pánico. El shock lo mostrarían los sobrevivientes con sentimientos de impotencia, soledad, desesperanza y miedo. Estos sentimientos han provocado más muertes que quizás cualquier otra causa en situaciones de supervivencia. Ciertamente, el estado de shock significa que el movimiento de los sobrevivientes debe ser mínimo y que se debe intentar calmarlos.

Antes de despegar, un piloto debe presentar un plan de vuelo que contenga información vital como el rumbo, la velocidad, la hora estimada de llegada, el tipo de avión y el número de pasajeros(as). Las operaciones de búsqueda y rescate comienzan poco después de que un avión no aparece en su destino a la hora estimada de llegada.

Las 20 millas hasta el pueblo más cercano es una larga caminata incluso bajo condiciones ideales, particularmente si uno(a) no está acostumbrado(a) a caminar tales distancias. En esta situación, la caminata es aún más difícil debido a las barreras del shock, la nieve, la vestimenta y el agua. Significaría una muerte casi segura por congelación y agotamiento. A temperaturas de -25 a -40 grados, la pérdida de calor corporal por el esfuerzo es un asunto muy serio.

Una vez que los(as) sobrevivientes han encontrado formas de mantener su temperatura, su siguiente tarea es atraer la atención de los aviones de búsqueda. Por lo tanto, todos los artículos que el grupo ha rescatado deben evaluarse por su valor en la señalización del paradero del grupo.

¡CLASIFICACIONES OFICIALES EN LAS PRÓXIMAS DOS PÁGINAS!¡NO LEER MÁS ADELANTE HASTA ESTAR LISTO(A)!


CLASIFICACIONESLa clasificación de los artículos de sobrevivientes fue hecha por Mark Wanvig, un ex-instructor en entrenamiento desupervivenciaparalaEscueladeReconocimiento(ReconnaissanceSchool)dela101raDivisióndelEjércitodelosE.E.U.U.El Sr. Wanvig actualmente conduce programas de entrenamiento de supervivencia en áreas salvajes, en el área deMinneapolis,Minnesota.Estejuegodesimulacióndesupervivenciaseutilizaensalasdeentrenamientomilitar.

1. Encendedor de cigarrillos (sin líquido) El peligro más grave que enfrenta el grupo es la exposición al frío. La mayor necesidad es una fuente de calor y la segunda mayor necesidad es de dispositivos de señalización. Esto hace que encender un fuego sea la primera orden del día. Sin fósforos, se necesita algo para producir chispas, e incluso sin líquido, un encendedor puede hacer eso.

2. Bola de lana de acero. Para hacer un fuego, los(as) sobrevivientes necesitan un medio de capturar las chispas hecha por el encededor de cigarrillos. Esta es la mejor sustancia para atrapar una chispa y mantener una llama, incluso si la lana de acero está un poco mojada.

3. Camisa y pantalones adicionales para cada sobreviviente. Además de agregar calor al cuerpo, la ropa también se puede usar para hacer un refugio, señalización, como ropa de cama, hacer vendas, cuerdas (cuando se raja) y como combustible para el fuego.

4. Lata de manteca Crisco Esto tiene muchos usos. Se puede hacer un dispositivo de señalización en forma de espejo con la tapa. Después de raspar la tapa con lana de acero, se reflejará la luz solar y generará de 5 a 7 millones de unidades candela. Esto es lo suficientemente brillante como para ser visto más allá del horizonte. Si bien esto podría estar limitado de alguna manera por los árboles, un(a) integrante del grupo podría subirse a un árbol y usar, la tapa pulida, para hacerle señas a los aviones de la búsqueda. Si no tuvieran otro medio de señalización que este, tendrían una probabilidad superior al 80% de ser rescatados dentro del primer día. Hay otros usos para este artículo. La manteca se puede frotar sobre la piel expuesta para protegerse del frío. Cuando se derrite, se conviert en un aceite que puede usarse como combustible. Cuando se empapa en un paño, la manteca derretida actuará como una vela. La lata vacía es útil para derretir la nieve para beber agua. Es mucho más seguro beber agua caliente que comer nieve, ya que el agua tibia ayudará a retener el calor corporal. El agua es importante porque la deshidratación afectará la toma de decisiones. La lata también es útil como una taza.

5. Lona de 20 x 20 pies El frío hace que sea necesario refugiarse y la lona protegería contra el viento y la nieve (la lona se usa para hacer carpas). Extendiéndose sobre un marco hecho de árboles, podría usarse como una tienda de campaña o cortavientos. También podría usarse como cobertura del suelo para mantener secos a los(as) sobrevivientes. Su forma, en contraste con el terreno circundante, la convierte en un dispositivo de señalización.

6. Hacha pequeña Los(as) sobrevivientes necesitan un suministro constante de madera para mantener el fuego encendido. El hacha podría usarse para esto, así como para limpiar el área para un campamento protegido, cortar ramas de árboles para aislar el suelo y construir un marco para la tienda de lona.

7. Barras de chocolate de tamaño familiar (una por persona) El chocolate proporcionará algo de energía alimentaria. Como contiene principalmente carbohidratos, suministra la energía sin hacerle demandas digestivas al cuerpo.


8. Periódicos (uno por persona)Estos son útiles para iniciar un fuego. También se pueden usar como aislamiento debajo de la ropa cuando se enrollan y se colocan alrededor de los brazos y las piernas de la persona. Un periódico también se puede usar como un dispositivo de señalización verbal cuando se enrolla en forma de cono como un megáfono. También podría proporcionar material de lectura para la recreación.

9. Pistola cargada calibre .45 La pistola proporciona un dispositivo de señalización acústica. (La señal de socorro internacional es de 3 disparos en rápida sucesión). Ha habido numerosos casos de sobrevivientes que no fueron detectados porque eran demasiado débiles para hacer un ruido lo suficientemente fuerte como para llamar la atención. La culata de la pistola podría usarse como un martillo y el polvo de las balas ayudará a encender el fuego. Al colocar un pequeño trozo de tela en un cartucho vacío, sin bala, se puede encender un fuego disparando el arma contra madera seca en el suelo. La pistola también tiene algunas serias desventajas. La ira, la frustración, la impaciencia, la irritabilidad y las fallas de raciocinio, pueden aumentar, a medida que el grupo espera el rescate. La disponibilidad de un arma letal es un peligro para el grupo en estas condiciones. Aunque se podría usar una pistola para cazar, se necesitaría un tirador experto para matar un animal con ella. Luego, el animal tendría que ser transportado al lugar del accidente, lo que podría resultar de difícil a imposible, dependiendo de su tamaño.

10. Litro de Whisky de Prueba 100 Los únicos usos del whisky son como ayuda en hacer fuegos y como combustible para una antorcha (hecha empapando una pieza de ropa en el whisky y uniéndola a la rama de un árbol). La botella vacía podría usarse para almacenar agua. El peligro del whisky es que alguien pueda beberselo, pensando que le provocará calor. El alcohol adquiere la temperatura a la que está expuesto y una bebida de whisky a -30 grados Fahrenheit le congelaría el esófago y el estómago a una persona. El alcohol también dilata los vasos sanguíneos en la piel, lo que resulta en sangre fría que se transporta al corazón, lo que resulta en una rápida pérdida de calor corporal. Por lo tanto, una persona borracha tiene más probabilidades de contraer hipotermia que una persona sobria.

11. Brújula Debido a que una brújula puede alentar a alguien a tratar de caminar hacia la ciudad más cercana, es un elemento peligroso. Su única característica redentora es que podría usarse como reflector de la luz solar (debido a su parte superior de vidrio).

12. Un Mapa aéreo en secciones, hecho de plástico Este también es uno de los elementos menos deseables porque alentará a las personas a tratar de caminar a la ciudad más cercana. Su única característica útil es como cobertura del suelo para mantener a alguien seco.



LENS Project







LENS ProjectNuestra Constelación Familiar


DestrezaLENS Sentido de Sí Mismo(a) y Negociación

¿Porqué? Trabajar juntos(as) para crear una representación tridimensional de nuestra unidad familiar nos ayuda a entender mejor nuestra familia y a desarrollar relaciones más profundas los(as) unos(as) con los(as) otros(as).

Materiales ¡Pónganse creativos(as) con los materiales que ya tienen en la casa! □ Plantillas de Estrellas (impresas o calcadas de nuestras plantillas, busca tus propias formas en Internet o dibújalas) □ Cartón, carpetas de archivos recicladas, cajas vacías de cereal u otras de cartón delgado □ Goma de pegar o tubillos de goma, (¿No tienes goma? ¡Hazla tú mismo(a) con agua y harina!) □ Tijeras □ Hilo de pescar, cuerda, hilo, lana o cintas □ 2 clavijas (palillos largos), palillos (skewers sin punta), palillos chinos de comer, palos de helado, o palillos del patio. □ Materiales para hacer un collage: revistas, postales, estampas, tarjetas de saludo o de fiesta, fotos, páginas de libros de colorear, etiquetas, papel de construcción (manualidades) o de álbum de recortes, calendarios □ Perforador (hole punch - opcional) □ Cuentas o bolitas, botones, otros objetos con peso (Opcionales)Resumen

Esta actividad LENS, está diseñada para animar a toda la familia a trabajar y colaborar junta. Ustedes podrán explorar cómo se relacionan los(as) unos(as) con los(as) otros(as), reflexionar sobre sus fortalezas, emociones y cómo se comunican. Tu familia colaborará para crear un collage móvil destacando el sentido de sí mismo(a) de cada integrante dentro de una “constelación familiar.”

Pre-calentamiento

1.) Elegir una imagen Buscar entre los materiales para el collage, haz que cada uno(a) de la familia, elija una imagen que les atrae.

Esta es tu oportunidad para calentar tus músculos creativos. No necesitas ser artista en gráficas visuales para participar.

¿Con cuál imagen tienes una fuerte afinidad o reacción?

2.) Comparte tu imagen Permite que todos(as) compartan la imagen que escogieron y expliquen por qué lo hicieron.

¿Qué te llamó la atención? ¿Qué te atrajo de la imagen? ¿Cómo te hace sentir la imagen?

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LENS ProjectOur Family Constellation

Ages All Ages!

LENSSkill Sense of Self and Negotiation

Why? Working together to create a three-dimensional representation of our family unit helps us understand our family better and develop deeper relationships to one another

Materials Get creative with the supplies you already have at home! Star Stencils (print or trace our stencils, find your own

star shapes online, freehand it) Cardstock, recycled folders, cereal boxes or other thin

cardboard Glue or glue sticks (No glue? Make your own with flour and water!) Scissors Fishing line, string, thread, yarn, or ribbon 2 dowels, skewers (with points snipped off), chopsticks, popsicle sticks, or

sticks from the yard Collage materials: magazines, postcards, stamps, greeting/holiday cards,

photos, coloring book pages, stickers, construction or scrapbook paper, calendars

Hole punch (Optional) Beads, buttons, other weighted material (Optional)

Summary

This LENS activity is designed to encourage the whole family to work together and collaborate. You will all be able to explore how you relate to each other, reflect on your strengths, emotions and how you communicate. Your family will collaborate to create a collage mobile highlighting each member’s sense of self in a family “constellation”.

Warm-up

1.) Choose an ImageLook through your collage materials, have each family member choose an image that they are drawn to.

This is your chance to warm-up your creative muscles. You don’t have to be a visual artist to participate.

What image do you have a strong affinity or reaction too? Why?

2.) Share your ImageLet everyone share their chosen image and explain why they chose it.

What caught your attention? What stood out to you in the picture? How does the image make you feel?



Directions1.) Select a Star Shape

Each family member will choose their star shape. Trace them onto the cardstock and cut out the stars. You can use the star shapes included or free hand your own.

Keep consistent size in mind for each of your stars. This will help with balance when you hang your stars. Make your stars as big or small as your family would like, just make the decision together.

2.) Collage your StarEach family member will create a collage on both sides of their star, using pictures, images and colors that reflect their Sense of Self. Our Sense of Self includes our personal qualities, values, beliefs, roles,responsibilities, hobbies, goals, etc.

Use whatever collage materials your family has at home, i.e. magazines, coloring book pages, postcards, calendars, construction or scrapbook paper. As you select the items to include in your Sense of Self collage, ask yourself:

What are my personal qualities, roles, hobbies, goals? What images, colors, textures, and patterns can I choose to


Trytofillasmuchofyourstaraspossible!

3.) Build your Mobile’s FrameUsing your string or thread lash your two dowels together to form an “X”. Follow the included instructions for a clove hitch knot or work together to find your own way to create your mobile’s frame.

4.) Hang your StarsNext, punch a hole in each star or carefully cut a hole using your scissors. Hang each star from your mobile’s frame using your fishing line or other string-type material. As you work together and Negotiate with one another to hang the stars, use the following questions to guide your choices:

Where does each star fall in your family’s “constellation”? Who balances you out or who do you help balance out in the family? Who are you close to? Who do you want to get closer to?

OPTIONAL: Add beads, buttons, or other weighted objects to help balance outyour family’s mobile. You can add them to the fishing line or string above yourstar, hang them at the bottom, glue them on, or use another method your familycreates to balance your mobile.

Be sure to Negotiate with your family to determine how much time to take for each step Are you someone that works quickly? How can you support those who need more time? Are you someone who likes to take your time? Consider how your family might be feeling

as they wait.















as they wait.















as they wait.















as they wait.















as they wait.

Asegúrate de negociar con tu familia cuánto tiempo dedicar a cada paso¿Eres alguien que trabaja rápidamente? ¿Cómo puedes apoyar a quienes necesitan más tiempo?¿Eres alguien a quien le gusta tomarse su tiempo? Considera cómo tu familia está sintiendo

mientras esperan que tú termines.

••

Instrucciones

1.) Seleccionar una Forma de EstrellaCada miembro de la familia seleccionará su forma de estrella. Calcar la forma en el cartón o papel y cortar la forma de la estrella. Pueden usar las incluidas o dibujar su propia forma.

2.) Hacer un Collage de tu EstrellaCada participante ahora creará un collage en ambos lados de su estrella, usando imágenes, fotos y colores que reflejan su Sentido de Sí Mismo(a). Nuestro Sentido de Sí Mismo(a) incluye nuestras cualidades personales, valores, creencias, roles, responsabilidades, pasatiempos, metas, etc.

Utiliza cualquiera de los materiales para hacer collages que tu familia tenga en la casa, ej. revistas, páginas de libros para colorear, postales, calendarios, papel de construcción (manualidades) o para álbum de recortes. A medida que seleccionas lo que vas incluir en el collage de tu Sentido de Mí, preguntate lo siguiente:

¿Cuáles son mis cualidades personales, roles, pasatiempos, metas?

¿Qué imágenes, colores, texturas y patrones puedo escoger para reflejar estas cosas en mi estrella?

¡Tratadellenarelmayorespacioposibleentuestrella!

••

3.) Construir el Marco de tu MóvilUsando la cuerda o el hilo, une dos palillos para formar una “X.” Sigue las instrucciones incluidas para un nudo de enganche de clavo o trabaja en conjunto con tu familia para encontrar tu propia forma de crear el marco de tu móvil.

4.) Colgar tus EstrellasSeguidamente, haz un hoyo en cada estrella con el perforador o cuidadosamente con las tijeras. Cuelga cada estrella del marco de tu móvil usando el hilo de pescar u otro tipo de similar para colgar. Mientras trabajan juntos(as) y Negocian unos(as) con otros(as) al colgar las estrellas, usa las siguientes preguntas para guiar tus elecciones:

¿Dónde va cada estrella en la “constelación” de tu familia?¿Quién te ayuda a equilibrarte o a quién ayudas tú a equilibrar en la

familia?¿Con quién eres tú más unido(a)? ¿Con quién te gustaría estar más

unido(a)?

OPCIONAL:Agrégalescuentas,botonesuotrosobjetosconpesoparaayudaraequilibrarelmóvildetufamilia.Lospuedesagregaralhilodepescaroencimadetuestrella,colgarlosabajo,pegarloscongomauotrométodoquetufamiliainventeparaequilibrartumóvil.

•••


¡Agregados Divertidos!Crea estrellas para las mascotas de la familiaCrea estrellas para miembros de la familia que están manteniendo distanciamiento social.

Llama o usa una plataforma virtual para conversar sobre qué imágenes quisieran incluir en su estrella. Les pudieras pedir que hagan su propia estrella y te la envíen para la constelación familiar.

••

5.) Reflexionar y Celebrar Una vez que tu familia haya completado su constelación, ¡busca un lugar para exhibirla! Asegúrate también de tomar algo de tiempo para reflexionar juntos sobre las siguientes preguntas. (Puedendialogarcomofamiliaoescribirreflexionesindividualesentudiario).

¿Cuál es la parte favorita del árbol genealógico de tu familia?¿Hubo algún(os) desafío(s) al crear tu árbol genealógico? ¿Cómo lo(s) resolvió(eron) tu familia?¿Cómo reflejaste tu Sentido de Tí Mismo(a) durante esta actividad?¿Cuál fue un momento en que tu familia tuvo que Negociar para completar el árbol? ¿Cuán exitoso fue ese proceso?¿De qué manera tú desarrollaste conexiones más sólidas, con los(as) demás en tu familia, durante esta actividad?

•••••


5.) Reflect & CelebrateOnce your family has completed your constellation find where to display it! Be sure to alsotake some time to reflect together on the following questions. (You could discuss as a familyor journal individual reflections.)

What is your favorite part of your own star? What do you enjoy about the stars of your family members? Were there any challenges when putting together your mobile? How did your family

work through them? How did you reflect your Sense of Self during this activity? What was a moment your family had to Negotiate to complete your constellation?

How successful was that process? How did you develop stronger connections to one another during this activity?

Fun Additions! Create stars for family pets Create stars for family members who are social distancing. Call or use a virtual

platform to discuss what images they would include on their star. You could even ask them to create their own star and send it to you for the family constellation.

Por favor comuníquese con [email protected] para cualquier pregunta o pedir permiso para copiar esta lección.Please contact [email protected] with any questions or to request permission to copy this lesson.

Star StencilsPlantilla de Estrella









Nudo Enganche de Clavo

PASO 1 PASO 2 PASO 3

PASO 4 PASO 5



LENS Project

Our Family TreeAges All Ages! LENSSkill Sense of Self and Negotiation Why? Working together to create a three-dimensional representation

of our family unit helps us understand our family better and develop deeper relationships to one another


Leaf Stencils (print or trace our stencils, find your own leaf shapes online, freehand it)

Cardstock (11x17 if possible), cereal boxes or other thin cardboard Blank paper Glue or glue sticks (No glue? Make your own with flour and water!) Scissors Coloring utensils (markers, crayons, colored pencils, sharpies, pens, pencils) Tissue paper in different colors Construction paper

Summary This LENS activity is designed to encourage the whole family to work together and collaborate. You will all be able to explore how you relate to each other, reflect on your strengths, emotions and how you communicate. Your family will collaborate to create a family tree highlighting the activities and traditions that make your family “flourish”. Warm-up

1.) Individual Scribble Each family member will choose a crayon and take a blank piece of paper. Set a timer for 30 seconds, during which time, everyone scribbles without stopping.


Scribbling means you aren’t trying to draw anything on purpose, just don’t lift your crayon.

OPTIONAL:Considerclosingyoureyeswhilescribblingortryusingyournon-dominanthand.

2.) Joint Scribble

Now take a new piece of paper, just one for the whole family. If you have a larger piece of paper you can use it now. During this round everyone will be scribbling on the same page. Each family member can keep their crayon or choose a new color. Set a timer for another 30 seconds (or 45 seconds if you want more of a challenge).

LENS ProjectNuestro Árbol Genealógico


DestrezaLENS Sentido de Sí Mismo(a) y Negociación

¿Porqué? Trabajar juntos(as) para crear una representación tridimensional de nuestra unidad familiar nos ayuda a entender mejor nuestra familia y a desarrollar relaciones más profundas los(as) unos(as) con los(as) otros(as).

Materiales ¡Pónganse creativos(as) con los materiales que ya tienen en la casa! □ Plantillas de Hojas (impresas o calcadas de nuestras plantillas, busca tus propias formas en Internet o dibújalas) □ Cartón (11x17 si es posible), cajas vacías de cereal u otras de cartón delgado □ Papel en blanco □ Goma de pegar o tubillos de goma, (¿No tienes goma? ¡Fabrícala tú mismo(a) con agua y harina!) □ Tijeras □ Utensilios para colorear (marcadores, crayolas, lápices de colores, Sharpies, bolígrafos, lápices) □ Papel de seda en diferentes colores □ Papel de construcción para manualidadesResumen

Esta actividad LENS, está diseñada para animar a toda la familia a trabajar y colaborar junta. Ustedes podrán explorar cómo se relacionan los(as) unos(as) con los(as) otros(as), reflexionar sobre sus fortalezas, emociones y cómo se comunican. Tu familia colaborará para crear un árbol genealógico destacando las actividades y tradiciones que hacen “florecer” a tu familia.

Pre-calentamiento

1.) Dibujar Rápido IndividualmenteCada integrante de la familia elegirá una crayola y tomará una hoja de papel en blanco. Poner 30 segundos en el cronómetro, durante este tiempo, todos(as) dibujan sin parar.

Esta es tu oportunidad para calentar tus músculos creativos. No necesitas ser artista en gráficas visuales para participar.

Dibujar rápido significa que no se está tratando de dibujar algo a propósito, sólo no levantes la crayola del papel. OPCIONAL:Mientrasdibujas,consideracerrarlosojosousartumanonodominante.

2.) Dibujo en ConjuntoAhora, tomen otra hoja de papel, una para toda la familia. Si hay una hoja grande de papel disponible, se puede usar ahora. Durante esta ronda, toda la familia va a dibujar en la misma hoja. Cada persona puede usar la misma crayola o elegir un color diferente. Poner otros 30 segundos en el cronómetro (o 45 segundos si desean un desafío mayor).

••


LENS Project

Our Family TreeAges All Ages! LENSSkill Sense of Self and Negotiation Why? Working together to create a three-dimensional representation

of our family unit helps us understand our family better and develop deeper relationships to one another


Leaf Stencils (print or trace our stencils, find your own leaf shapes online, freehand it)

Cardstock (11x17 if possible), cereal boxes or other thin cardboard Blank paper Glue or glue sticks (No glue? Make your own with flour and water!) Scissors Coloring utensils (markers, crayons, colored pencils, sharpies, pens, pencils) Tissue paper in different colors Construction paper

Summary This LENS activity is designed to encourage the whole family to work together and collaborate. You will all be able to explore how you relate to each other, reflect on your strengths, emotions and how you communicate. Your family will collaborate to create a family tree highlighting the activities and traditions that make your family “flourish”. Warm-up

1.) Individual Scribble Each family member will choose a crayon and take a blank piece of paper. Set a timer for 30 seconds, during which time, everyone scribbles without stopping.


Scribbling means you aren’t trying to draw anything on purpose, just don’t lift your crayon.

OPTIONAL:Considerclosingyoureyeswhilescribblingortryusingyournon-dominanthand.

2.) Joint Scribble

Now take a new piece of paper, just one for the whole family. If you have a larger piece of paper you can use it now. During this round everyone will be scribbling on the same page. Each family member can keep their crayon or choose a new color. Set a timer for another 30 seconds (or 45 seconds if you want more of a challenge).



Remember, don’t lift your crayon and don’t try to draw anything on purpose. Decide as a family if your lines can cross. How does it feel to share the paper?

3.) Speed Sketch Using the back of your individual scribble pages or a new blank page, get ready to sketch. Set the timer for 3 minutes now, during which time each person will sketch a tree that reflects your family in some way.

This is just a warm-up to get your first idea down on paper. Don’t overthink or plan too much, it’s just a sketch.

Consider the type of tree, size, or shape. Consider any distinguishing features on your tree that can reflect your family.

Once everyone is done, take a few minutes to share your trees. Directions 1.) Create the Roots

At the base of the 11x17 cardstock (or equivalent material) list the names of each family member, thinking of each person as one of the roots of the tree. Utilize whatever writing utensil(s) your family would like.

Where is each family member placed in the root system? How do they connect?

What writing style will you use to write each name? Will everyone’s name be in the same style or will you choose a different style for each person?

Include any relatives or pets who are considered important family members. 2.) Create the Trunk

Each family member should choose a color of tissue paper that reflect their Sense of Self. Use each family member’s tissue paper to “paint or sculpt” the trunk of the tree. You can cut and tear your tissue paper into any shape or size or into multiple pieces. Collaborate to create and shape the trunk of the tree by combining everyone’s tissue paper.

You could layer the pieces of tissue paper or combine them into a mosaic. Or brainstorm your own method!

If you don’t have tissue paper at home, that’s ok, get creative with what you have! You could use construction paper, napkins or paper towels. Consider using markers or paint to add some color.

Be sure to negotiate with your family to determine how much time to take for each step Are you someone that works quickly? How can you support those who need more time? Are you someone who likes to take your time? Consider how your family might be feeling

as they wait.

Asegúrate de negociar con tu familia cuanto tiempo dedicar a cada paso¿Eres alguien que trabaja rápidamente? ¿Cómo puedes apoyar a quienes necesitan más tiempo?¿Eres alguien a quien le gusta tomarse su tiempo? Considera cómo tu familia está sintiendo

mientras esperan que tu termines.

••

Recuerda no levantar la crayola del papel y no trates de dibujar algo a propósito. Como familia, decidan si sus líneas se pueden cruzar. ¿Cómo se siente tener que compartir el papel?

3.) Bosquejar Velozmente Utilizando la parte de atrás de tus páginas de dibujar individualmente o una hoja nueva en blanco, prepárate para bosquejar. Poner 3 minutos en el cronómetro, durante los cuales, cada persona bosquejará un árbol que refleja a tu familia de alguna manera.

Este es sólo un pre-calentamiento para poner tu primera idea en el papel. No lo pienses mucho ni lo planifiques demasiado, es sólo un bosquejo.Considera el tipo de árbol, su tamaño o la forma. Considera cualquier característica distintiva en tu árbol que pudiera reflejar a tu familia.Una vez todos(as) han terminado, tomar algunos minutos para compartir sus árboles.

Instrucciones1.) Dibuja las Raíces En la parte de abajo del cartón 11x17 (o material equivalente) haz una lista con los nombres de cada persona en la familia, pensando en cada uno(a) como una de las raíces del árbol. Usa cualquier instrumento(s) para escribir que le guste(n) a tu familia.

¿Dónde, en el sistema de raíces, está colocado cada integrante de la familia? ¿Cómo se conectan entre sí?¿Qué estilo de escritura utilizaras para escribir cada nombre? ¿Estarán todos los nombres escritos en el mismo estilo o elegirás un estilo diferente para cada persona?Incluye todos(as) los(as) parientes o mascotas considerados(as) miembros importantes de la familia.

2.) Dibuja el Tronco Cada miembro de la familia escogerá un color de papel de seda que refleja su Sentido de Sí Mismo(a). Usa el papel de seda de cada persona en la

familia para “pintar o esculpir” el tronco del árbol. Puedes cortar y razgar el papel de seda para hacer cualquier forma o en pedacitos múltiples. Colaborar para crear y darle forma al tronco del árbol combinando el papel de seda.

Puedes poner los pedazos de papel de seda en capas o combinarlos como un mosaico. ¡O hacer una lluvia de ideas y crear tu propio método!Si no tienes papel de seda en la casa, está bien, ¡sé creativo(a) con lo que tienes! Puedes usar papel de construcción para manualidades, servilletas o toallas de papel. Considera utilizar marcadores o pintura para agregar algo de color.

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as they wait.















as they wait.


¡Agregados Divertidos!Considera comunicarte con otros familiares, por medio de una plataforma virtual, para obtener

su opinión. Ellos(as) pueden contribuir ideas para las hojas o agregar al tronco y a las raíces. Tu árbol genealógico, ¿alcanza a otros países? ¿Cómo puede tu árbol representar la herencia

cultural de tu familia?

•

•


3.) Create the Leaves Create the leaves using the leaf templates included (or free hand your own leaf shapes) and construction paper. On each leaf, add drawings or words that represent an activities your family does together, places you’ve been, traditions, routines, special memories, etc. Then work together to layer your leaves onto the tree.

What makes your family flourish? What activities, traditions, and places are special to your family?

As your family is decorating the leaves, you can also create branches extending from the trunk, using tissue paper, construction paper, paper bags, markers or any other way your family creates together.

4.) Reflect & Celebrate Once your family has completed your tree you’ll want to consider where to display it! Be sure to also take some time to reflect together on the following questions. (Youcoulddiscussasafamilyorjournalindividualreflections.)

What is your favorite part of your family’s tree? Were they any challenges when putting together your tree? How did your family work

through them? How did you reflect your Sense of Self during this activity? What was a moment your family had to Negotiate to complete your tree? How

successful was that process? How did you develop stronger connections to one another during this activity?

Fun Additions! Consider connecting with extended family on a virtual platform for their input. They

can contribute ideas for the leaves, or add to the trunk and roots. Does your family tree reach to other countries? How can your tree represent your
























3.) Dibuja las Hojas Haz las hojas utilizando las plantillas incluidas (o dibuja tus propias hojas) y el papel para manualidades. En cada hoja, agrega dibujos o palabras que representen una actividad que tu familia hace unida, lugares donde han estado, tradiciones, rutinas, recuerdos especiales, etc. Después, trabajen juntos(as) para colocar las hojas en el árbol.

¿Qué hace ‘florecer’ a tu familia? ¿Qué actividades, tradiciones y lugares son especiales para tu familia?Mientras tu familia decora las hojas, tu puedes crear ramas que se extienden desde el tronco, usando papel de seda, papel para manualidades, bolsas de papel, marcadores o cualquier otra forma en que tu familia cree junta.

4.) Reflexionar y Celebrar Una vez que tu familia haya terminado tu árbol, ¡vas a querer considerar dónde exhibirlo! Asegúrate también de tomar algo de tiempo para reflexionar juntos sobre las siguientes preguntas. (Puedendialogarcomofamiliaoescribirreflexionesindividualesentudiario).

¿Cuál es la parte favorita del árbol genealógico de tu familia?¿Hubo algún(os) desafío(s) al crear tu árbol genealógico? ¿Cómo lo(s) resolvió(eron) tu familia?¿Cómo reflejaste tu Sentido de Tí Mismo(a) durante esta actividad?¿Cuál fue un momento en que tu familia tuvo que Negociar para completar el árbol? ¿Cuán exitoso fue ese proceso?¿De qué manera tú desarrollaste conexiones más sólidas, con los(as) demás en tu familia, durante esta actividad?

•

•

•••••
























Leaf StencilsPlantillas de Hojas

Documents

Grade 3 Family Resources Grade... · Below are graphic organizers to help you get started. When you’ve finished, celebrate your published writing by sharing it with your family,