Educator`s Guide - Interactive Neighborhood for Kids

Transcription

Thanks to Jackson EMC for their
support in helping make this project possible.
Educator’s Guide
Check out our
Gift Shop
and
Pottery Studio
While
You Visit!
Volunteers
needed
in many different areas.
Call for more information!
Interactive Neighborhood for Kids, Inc.
The Featherbone Communiversity
999 Chestnut St, SE, Ste 11
Gainesville, GA 30501
770-536-1900
www.inkfun.org
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770-536-1900
www.inkfun.org
Mission Statement
INK, a 501c3 non-profit
organization, since 2002, strives,
through the exhibits, to create a unique
environment in which children of all
ages, abilities, and experience can feel
free to imagine, create, and explore
beyond their dreams. INK provides a
professional work environment that is
challenging, rewarding, creative, and
respectful of ideas and individuals.
A one-of-a kind destination point for
thousands of families, INK is a
celebration of childhood, family,
and community.
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Hours of Operation
Monday through Saturday
10:00am -5:00pm
Sunday
1:00pm -5:00pm
Closed
New Years Day
Easter Sunday
Memorial Day
4th of July
Thanksgiving Day
Christmas Day
Interactive Neighborhood for Kids, Inc.
999 Chestnut Street # 11
770-536-1900
770-536-5459 fax
www.inkfun.org
[email protected]
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Museum Directions
INK is located in Gainesville, GA just off exit 22 of
Interstate 985 in the former Warren Featherbone building
now known as “The Featherbone Communiversity.”
From Interstate 985
Take exit 22, and at the end of the ramp take a left onto Highway 129.
Go through two red lights, second one being located at Ridge Road.
Take the next left onto Chestnut Street.
Park in first parking lot on your right.
INK’s entrance is located on the Chestnut Street side of building under
the blue awning toward the middle of the building.
From 400N
Go down Hwy. 53 East (Dawsonville Hwy).
(this is a right after the outlet malls after a Wendy’s)
Continue to Jesse Jewell Pkwy intersection and take a right.
Turn right onto Hwy 129 (EE Butler Parkway) right after the Holiday Inn.
Stay on your right hand side and go approximately ¾ of a mile.
Just after the bridge, turn right onto Chestnut Street.
Turn right into the first parking lot on the right. The main entrance is in
center of building on the Chestnut Street side, under the blue awning.
From Dahlonega
Take Hwy 60 south to Gainesville.
Continue on Hwy 60/Hwy 129 onto
Green Street.
Just past the U.S. Post Office, which is
on your left, you will continue down
Hwy 129 which angles off to your left.
Go one mile and make the next right
onto Chestnut Street.
Park in the first parking lot on the
right.
We are located in The Featherbone
Communiversity Building.
The main Entrance is in the center of
building on the Chestnut Street side.
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Field Trip Information
Group Visits
NOTES:
Interactive Neighborhood for Kids is a wonderful extension of the
classroom. Our exhibits are designed to complement and enhance
classroom learning by providing experimental, hands-on learning
opportunities in a realistic setting. Educators are given the tools
to: encourage hands-on, interactive play, to develop and build new
skills, to be eager and curious about learning together. If your
group has not been to our Museum – you’re missing a great
lifelong learning opportunity! Reserve your trip today!
Bus Drop off and Parking
Bus drop off takes place on Chestnut Street; children may unload
onto the front lawn area. Bus parking is located in the large parking lot in the common parking area, across from the Hall County
Recycling Center.
Eating Accommodations
The Museum has a designated area in which groups with advanced
reservations may have snacks or lunch. Our staff will be happy to
assist you with options such as ordering pizza or burgers, or a
selection of concessions that you may purchase upon arrival.
Bagged lunches are also welcome. If an area has been reserved,
the group coordinator will guide you to the eating area where you
can store your coolers, bags, etc. Food is not allowed in the
exhibit areas at any time.
——INK——
A Place for Discovery and
Lifelong Learning
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Plan Your Trip
INK is happy to assist you with your visit. To schedule a field
trip, please call 770-536-1900 or email us at [email protected].
We will help to plan the best date and time for your group. A
nonrefundable $50.00 deposit is required to reserve your trip
which will be applied to your total admissions for the day. Please
plan your visit for at least 2 hours to complete the exhibit areas.
Schedule in advance extra time for lunch and/or special activities.
We can assist you in adding great activities such as painting your
own pottery, a special arts and craft, or even a special magic show
for an additional fee. INK requests that one adult chaperone
come for every 6 children for appropriate supervision. If your
agency cannot provide appropriate supervision please let us know
in advance in order to make arrangements for additional staff to
be on hand for a small additional charge.
INDEX:
Cancellation Policy
Your $50 deposit is nonrefundable. INK realizes that
emergencies arise from time to time. We will be happy to work
with you to reschedule your trip if something happens with your
original scheduled date. You MUST contact INK as soon as possible to reschedule your visit.
Group Rates
Number of Visitors:
10 - 20
21 - 30
31 +
Group Rate:
$6 per person
$5 per person
$4 per person
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Extras
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Special thanks to all who helped make this booklet
possible.
Lil Bell
Carman Delgado
Marla McGhee
Phillippa Lewis Moss
Dana Miller
Betsy Adams
Sheri Hooper
Maleigh Watson
And many others!
If you have ideas to complement this booklet please
contact info@inkfun org.
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INK Field Trip Rules for Educators and Kids
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‘Papa John’s’ Pizza can be delivered hot for your group!
Large one topping pizza $12; Specialty pizza $16
Juice Boxes are only $0.50 cents per box. Other concessions
are available at the admissions desk.
McDonald’s Happy Meals are available upon request. Please
call for details.
“You’re Fired” pottery studio is available to your group upon
advance request. Items begin at only $3 per piece.
INK has a gift shop with items beginning at $1. Don’t miss
taking your INK souvenir home. Be sure to let the parents
know so they, and you, can shop during your visit!
Please use your walking feet. Running is not permitted inside
the museum.
Use your inside voices.
Please bring your imagination to have lots of fun!
Share with others and return items to their proper places.
Stay with your group.
Use your imagination and role play in the exhibits provided.
Take turns at exhibits.
Respect the museum property.
Food and beverages permitted in the designated areas only.
Smoking is not permitted.
Be sure to clean up each area before you leave the room.
Follow the directions of the museum staff.
No climbing on the back of the fire truck.
Shoes must be worn at all times with the exception of the
large family play station.
Everyone is a kid at INK! We expect the adults to have as
much fun as the kids.
Have fun!!
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General Group Information
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Please have your group arrive on time. Promptness is key and
allows your children longer playing time in the museum.
Each field trip group should be divided into subgroups; one
adult per six children are required (please plan this, according
to what you have worked out with the group coordinator, prior
to arriving to the museum).
Children and adults should wear some form of identification
with the school name, teacher’s name and school’s telephone
number visible.
When arriving at the museum, a staff member will greet you.
Your students will be asked to sit in a designated area to listen
to instructions before entering the museum. At this time, a
representative from your group will be able to visit the
admissions desk to take care of the field trip balance.
When you arrive, we will have a rotation schedule planned for
your group to visit each section of the museum. This ensures
that all children can play in every exhibit and make the most of
their experience at INK.
If you are eating lunch at the museum, it will be planned in to
your rotation schedule. If you have a preferred time that you
would like to eat, please let the group coordinator know in
advance of your trip.
If you have any questions about the museum exhibits, please
locate a museum staff member and he or she will be happy to
assist you.
We have a wonderful gift shop complete with educational toys
including Melissa and Doug items. Children are only allowed
in the gift shop when accompanied by an adult. Items for
purchase begin at $1.00.
Chaperones must accompany children in all exhibit areas.
Please share this information with each of your chaperones
planning to participate in the field trip.
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Play acts as an integrating
mechanism which enables children
to draw on past experiences,
represent them in different ways,
make connections, explore
possibilities, and create a sense of
meaning…It integrates cognitive
processes and skills which assist in
learning. Some of these develop
spontaneously, others have to be
learnt consciously in order to make
learning more efficient. We would all
like children to become successful
learners.
—Bennett et al. (1996)
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Additional ideas for Intermediate Post-Visit
Activities
1. “What’s My Line?” Allow students (one at a time) to
secretly choose a career they saw at INK and answer the
other students’ questions (“20 Questions” style) about that
job until they can guess which one the student who is “it”
has chosen.
2. Conduct research to find out more about the different
functions of each area of the brain.
3. In a small group: Write up then act out a court-room
scenario. (Be sure to include the various areas/duties you
saw represented in INK’s courtroom area.)
Our exhibits offer the setting for occupational role
play. Young visitors are always busy preparing
themselves to become a: firefighter, a pilot, a dancer,
a banker, a chef in our restaurant, or even a dentist,
doctor or a nurse! Kids and their chaperones can
discover new ways to explore, to negotiate and share
their feelings during their visit to INK. Our museum
is considered by many educators as “an extension of
the classroom.” The exhibits are designed to
complement and augment curriculum, while students
build new life skills in our informal, entertaining and
learning environment. INK is committed to serving
the needs of children and families by providing
exhibits and programs designed to stimulate curiosity
and motivate learning.
4. Writing Prompt: Who would you most like to be in a
courtroom and who would you least like to be in a
courtroom? Why?
INK provides over 25,000 square feet of
interactive fun and learning.
Our museum helps children to
develop essential foundational skills.
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Pre and Post Planning
Suggested Pre-Visit Activities
Level: Primary (K-2)
Draw a picture of a job you would like to do when you grow up.
-Kindergarten: Label your drawing.
-1st grade: Write 1 or 2 sentences about your picture.
-2nd grade: Write a paragraph about your drawing.
Level: Intermediate (3-5)
Research career opportunities related to the areas you will be
exploring on your trip to INK and write about a few careers that
you might like to have in the future.
(Customize this assignment by having the children do this writing
as narrative, expository, etc. to match your quarterly writing
objectives.)
Suggested Post-Visit Activities
Draw a picture of a new job that you found out about at INK that
you might want to do when you grow up.
-Kindergarten: Label your drawing.
-1st grade: Write 1 or 2 sentences about your picture.
-2nd grade: Write a paragraph about your drawing.
Explore through research a new career or two that you might be
interested in as a result of your trip to INK.
(Customize this assignment by having children do this writing as
narrative, expository, etc. to match your quarterly writing
objectives.)
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Stage Area
Activity 1: Follow the teacher in pantomiming different
occupations seen at INK.
GPS - SSKE1, ELAKLSV1, ELA1LSV1, ELA2LSV2
Activity 1: Career Charades: Students take turns acting out and
guessing different occupations seen at INK.
GPS - ELA3LSV1, ELA4LSV1, ELA4LSV2 ,ELA5LSV1,
ELA5LSV2, S3CS8, S4CS8, S5CS8
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MUSEUM CURRICULUM
Correlating the Georgia Professional Standards for Educators
With Interactive Neighborhood for Kids
Areas of Exploration
(created by Marla McGhee, teacher from the Gainesville City School System
for INK in Gainesville, Georgia, July 2008)
Post Office
Activity 1: Discuss the purpose of the post office.
GPS - ELAKLSV1h, ELA1LSV1bcf, ELA2LSV1a
Library
Activity 1: Practice reading and listening skills.
GPS - SSKE2, ELAKR1, ELAKR2, ELAKR3, ELAKR4, ELAKR6,
ELA1R3, ELA1R4, ELA1R5, ELA2R1, ELA2R2, ELA2LSV1
Activity 2: Work on puzzles.
GPS - MKP1a, M1P4a, M2P4a
Activity 3: Locate parts of books.
GPS - ELA1R6, ELAA2R4
Activity 2: Role-play as a postal worker, and postal customers, mail
carriers.
GPS - SSKE1, ELAKLSV1H, ELA1LSV1bcf, ELA2LSV1a
Activity 1: Practice reading and listening skills.
GPS - ELA3R1, ELA3R2, ELA3R3, ELA4R1, ELA4R2, ELA4R4,
ELA5R1, ELA5R4, ELA4LSV
Activity 1: Discuss the post office as a division of the Federal
Government, paid for by taxes.
GPS - SS5E2c, SS3E2
Activity 2: Discuss the effect of email on the role of the post office.
GPS - SS5E1f, SS4E1f
Activity 3: See proper format for addressing letters and placing stamps
correctly. (Follow up at school with letter writing and envelope
addressing.)
GPS - ELA5C1, ELA4C1, ELA3C1
Activity 4: Weigh sample letters on a scale and determine which need
additional postage, according to a chart/poster in post office area.
GPS - S3CS3, M4M1, S4CS2c, S4CS3, S5CS2c, S5CS3
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Activity 2: Practice
research skills using
encyclopedias.
GPS - ELA4W3,
ELA5W3,
ELA5LSV1,
ELA5LSV
Activity 3: Locate
the different parts
of books.
GPS - ELA3R3,
ELA4R1, ELA5R1
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J&J Foods Grocery Store
Animal Medical Center Clinic
Activity 1: Role-play cashier, shopper, bagger.
GPS - SSKE1
Activity 1: Discuss animals as living things and discuss what
living things need to survive.
GPS - SKCS1, SKL1, S1CS1, S1L1, S2CS1
Activity 2: Discuss pets and the responsibilities of ownership.
(Ex: food, water, love, cleanliness, medical care)
GPS - SKCS1, SKL1, S1CS1, S1L1, S2CS1
Activity 2: Sorting and Classifying
• Step 1: Place items from shelves where they belong on a
floor-mat of the food pyramid.
• Step 2: Restock shelves using written and visual clues on shelves.
GPS - SKCS4a, M1D1b, M2D1a
Activity 3: Discuss reasons for taking an animal to the
veterinarian. (Ex: preventive care such as vaccinations,
operations such as spaying/neutering [operations so they won’t
have puppies] and emergency care.)
(Note that a veterinary office can function as a doctor’s office
and as a hospital for animals – services are not separated as they
are for humans.)
GPS - ELAKLSV1, ELA1LSV1, ELA2LSV1
Activity 4: Role-play veterinarian, veterinary assistant, and
client with pet.
Activity 1: Make a chart about the needs of pets and determine
whether each need is to be met by the veterinarian or the owner.
GPS - M3D1, M3P5, ELA3LSV1, M4D1, M4P5, ELA4LSV1,
M5D2, M5P5, ELA5LSV1
Activity 1: Using a poster of the food pyramid as a guide, create
healthy meals.
GPS - M3D1, M3P4, M4D1, M4P1, M4P4
• Step1: Break into 3 small groups (1 - Breakfast, 2 - Lunch,
3 - Dinner).
• Step 2: Have groups shop for the healthy meal which they were
assigned.
• Step 3: Have each group present their healthy meals to rest of the
groups.
• Step 5: (Optional)
Lay all foods from
the 3 meals down on the matching
area on the food pyramid floor-mat
And analyze how these meals did
or did not meet the daily food
pyramid requirements.
Activity 2: Discuss pet ownership as an economic choice.
GPS - SS3E3, SS3E4, SS4E2, SS5E4
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J. Green Salon
Activity 3: Figure the cost of the meal above, including 10% tip
(with or without tax).
GPS - M3N5, M4N3, M4N5, M5N2, M5N3, M5N5
Activity 1: Explore and discuss different services available at a
beauty salon.
GPS - SKCS1, ELAKLSV1, S1CS1, ELA1LSV1, S2CS1,
ELA2LSV1
Activity 4: Using the calculations from #1, 2, or 3 above, figure
the change when subtracting the total from certain dollar
denominations.
GPS - M3N2, M4N7
Activity 2: Role-play beautician and client.
Activity 5: Figure out who the producers and consumers are in a
restaurant. (Related: Who is paying to come here? and Who gets
paid to come here?)
GPS - SS3E3
Activity 3: Discuss hair washing as part of proper hygiene.
ELA2LSV1
Activity 4: Example: Here is today’s date (point on calendar). If I
make an appointment for the 15th (or another upcoming date), how
many days is it until then?
GPS - MKM2, MKP1, MKP3, M1M2, M1P1, M1P3, M2P1, M2P3
Activity 1: Explore and discuss job opportunities in cosmetology
(use as new vocabulary).
GPS - ELA3R2, ELA3LSV1, S3CS1, ELA4R3, ELA4LSV1,
S4CS1, ELA5R3, ELA5LSV1, S6CS1
Activity 6: Discuss the differences you see between this diner and
a modern restaurant? (Ex: in décor, in price)
GPS - ELA3LSV1, ELA4LSV1, ELA5LSV1
O
R
D
E
R
Activity 2: Discuss hair washing in the context of proper hygiene.
Activity 3: Discuss impact of going to
beauty salon within the context of
having to make economic choices.
GPS - SS3E3, SS3E4, SS4E2, SS5E2,
SS5E4
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U
P
!
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Sun Trust Bank
50’s Diner
Activity 1: Role play cook, server, customer.
Activity 2: Look at tables, chairs, booths and calculate how many
people can sit in this restaurant at once.
GPS - MKN1a, MKP1b
Activity 3: Count out coins to equal the price of a single menu
item listed on the menu board.
GPS - MKN1i
Activity 4: Servers and customers.
• Step 1: Divide up into an equal number of servers and
customers.
• Step 2: Customers each order a menu item and give their
servers more than enough money to pay for it. (Don’t include
tax or tip here!)
• Step 3: Servers count back change to the customer.
• Step 4: Change roles and do activity again.
GPS - M1N1f, M2Nic, ELAKLSV1h, ELA1LSV1bcf,
ELA2LSV1a
Activity 5: Identify goods and services in this restaurant.
GPS - SS1E1
Activity 1: Decide upon a meal (food and drink) and calculate the
cost.
GPS - M3N2, M3P1
Activity 2: Figure the cost of the meal above, including tax.
GPS - M3N3, M4N3, M4N7, M5N2, M5N3, M5N5
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Activity 1: Discuss why people use banks.
Activity 2: Making Change.
Listen to the talking penny tell how to make change for a
dollar.
Activity 3: Counting coins.
• Kindergarten:
-Count 5 pennies and relate this to a nickel.
-Count 10 pennies and relate this to a dime.
• First Grade:
-Count nickels up to a dollar.
-Count dimes up to a dollar.
• Second Grade:
-Discuss and model different ways to make change for a quarter.
-Discuss the number of pennies in a dollar.
-Discuss the number of nickels in a dollar.
-Discuss the number of dimes in a dollar.
-Discuss the number of quarters in a dollar.
GPS - MKN1, MKP5, M1N1, M1P5, M2N1, M2P3, M2P5
Activity 4: Explore a vault and an
ATM machine and discuss the
reason for each.
GPS - MKP4, SKCS1, ELAKLSV1,
M1P4, S1CS1, ELA1LSV1, M2P4,
S2CS1, ELA2LSV1
Activity 5: Role-play customer
service representative, teller, and
customer.
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Sun Trust Bank, continued
Train Exhibit
Activity 1: Discuss goods and services available at banks.
GPS - ELA3LSV1, ELA4LSV1, ELALSV1, SS5E2
Activity 2: Listen to talking penny tell how to make change for a
dollar.
GPS - M3P5M4P5, M5P5
Activity 3: Learn what a budget is and discuss why it is important
to have a budget. Learn how to save money and discuss why it is
important. (With older kids, include information on earning
interest on your savings.)
GPS - SS3E4, SS4E2, SS5E4
Activity 4: Learn about and practice filling out checks and
deposit slips.
Activity 5: Discuss the role of banking in America, historically
and today.
GPS - SS3E4, SS4E2, SS5E4
Activity 6: Discuss employment opportunities in the banking
industry.
Dentist Office
Activity 1: Look at chart and name the parts of a tooth – talk
about which parts we can see easily.
GPS - MKD1, M1D1, M2D2,ELAKLSV1, ELA1LSV1,
ELA2LSV2
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Wooden Train Area
Activity 1: Role-play in wooden train engine: conductor and
passengers.
Push-Button Neighborhood
Activity 1: Compare and contrast the 2 different types of trains in the
push-button neighborhood.
GPS - ELAKLSV1, SKCS1, SKCS4, ELA1LSV1, S1CS4, S1CS5,
S2CS4
Activity 2: List different types of transportation, besides trains, that
are in the push-button neighborhood.
GPS - ELAKLSV1, ELA1LSV1, ELA2LSV1, S2CS4
Activity 3: Tell 2 different places you could eat in the push-button
neighborhood.
GPS - ELAKLSV1, ELA1LSV1, SS1E1, ELA2LSV1, S2CS4
Activity 1:Push-button neighborhood transportation.
• Step 1: Name different types of transportation present in the pushbutton neighborhood.
• Step 2: Classify different types of vehicles as business or personal.
GPS - ELA3LSV1, ELA4LSV1, ELA5LSV1, S3CS1, S4CS1, S5CS1
Activity 2: Occupations
• Step 1: Name all the different businesses in the push-button
neighborhood.
• Step 2: List 12 jobs in the push-button neighborhood (can expand
to list skills for each).
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Grandpappy Airlines
Activity 1: Role-play as passengers, flight attendant, pilot, co-pilot,
air traffic controller.
Activity 2: Estimation of space
• Step1: Estimate/guess how many passengers can fit in this plane.
• Step 2: Find out how many people can actually fit by sitting in the
plane.
GPS - MKP1, MKN1, SKSC2, M1P1, S1CS2, M2P2, S2CS2, S1CS2
Activity 3: Flying
Step 1: Discuss different things that fly.
Step 2: Classify things that fly as living or non-living and as natural
or man-made.
GPS - MKD1, SKP3, SKL1, M1P2, S1L1, S1CS1, M2P2
Activity 1: Using charts and graphs, compare rates and the time takes
to travel to specific destinations.
GPS - M3D1, M3P3, M3P4, M4P2, M4P4, M4P5, M5D1A, M5P4c
Activity 2: Discuss airlines as a service. (Who gets paid to be on the
plane? VERSUS Who pays to be on the plane?)
GPS - SS3E3, SS4E1, SS5E2A
Activity 3: Discuss what makes man-made objects fly.
GPS - S5CS4a, S4CS4a, S3CS4a
Activity 4: Discuss and list the different jobs with the air traffic
industry (Ex: pilots, stewards, air traffic controller, reservationists –
related occupation of travel agent) and decide what type of skills
(related to school subjects) are needed for each job.
GPS - S5CS8, S4CS8d, S3CS8d
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Activity 2: Look at chart and count the number of teeth. Compare
this to the number of teeth you have right now.
GPS - MKD1, MKN1, MKN2, M1D1, M1N1, M2D1
Activity 3: Discuss reasons for going to the dentist.
GPS - ELAKLSV1, SKCS1, ELA1LSV1,S1CS1, ELA2LSV2,
S2CS1
Activity 4: Look at model/picture of a cavity and discuss what
happened. What can the dentist do to fix this? What can you do to
prevent it (brushing, flossing, limiting sugar)?
GPS - ELAKLSV1, SKCS1, ELA1LSV1,S1CS1, ELA2LSV2,
S2CS1
Activity 5: Role-play dentist, hygienist, and patient.
GPS - SSKE1, ELAKLSV1, SS1E1, ELA1LSV1, ELA2LSV1
Activity 1: Look at chart and name the parts of a tooth. Discuss
ways in which the hidden parts can be seen (X-rays can be taken,
tooth can pulled with roots attached).
GPS - M3D1, S3CS2, ELA3LSV1, M4D1, S4CS1, ELA4LSV1,
S5CS1, ELA5LSV1
Activity 2: Discuss reasons for going to the dentist.
GPS - S3CS1, ELA3LSV1, S3CS1, ELA4LSV1, S5CS1,
ELA5LSV1
Activity 3: Discuss cavity prevention (brushing, flossing, limiting
sugar).
GPS - S3CS1, ELA3LSV1, S3CS1, ELA4LSV1, S5CS1,
ELA5LSV1
Activity 4: Discuss job opportunities in dentistry (hygienist, dentist, orthodontics, oral surgery).
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Gainesville Radiology Group
City of Gainesville Fire Truck
Activity 1: Discuss the job of a radiologist and when you would
need to see one.
Activity 2: Watch X-rays on the large projector screen, and
predict which area of the body is shown in each frame.
GPS - S1CS4&5, S2CS4a
Activity 3: Match X-Rays to real body parts.
• Step 1: Have a volunteer (child) lay on the floor.
• Step 2: Have the other children place X-rays of arms, legs, and
brain next to the corresponding parts on the volunteer.
GPS - S1CS4&5, S2CS4a
Activity 4: Role- play radiologist and patient.
Activity 1: Fire Safety/Prevention.
• Step 1: Discuss why we don’t play with matches.
• Step 2: Discuss smoke alarms (and changing their batteries).
• Step 3: Discuss what a family escape plan and why it is important.
ELA2LSV1
Activity 2: Stop, Drop, and Roll (discuss and practice).
Activity 3: Calling 9-1-1 (discuss and practice).
Activity 4: Firefighters as Heroes- Discuss positive characteristics of
community helpers such as firefighters.
GPS - ELAKLSV1, ELA1LSV1, SSKE1, SS1E1, ELA2LSV1
Activity 1: Using a poster of the skeletal system as a guide, lay
out real X-rays on the floor as a model of the human body.
GPS - S3SC3, S3CS4, S4CS3, S4CS4, S5CS3, S5CS4
Activity 2: Locate different areas of the brain on an MRI and
discuss the basic function of each area.
GPS - S5CS8, ELA3W1, ELA3LSV1, ELA4LSV1, ELA5LSV2
Activity 3: Discuss careers in radiology.
GPS - S5CS8, ELA3LSV1, ELA4LSV2, ELA5W2, ELA5W3,
ELA5LSV2
18
Activity 1: Review and act out.
• Step 1: Fire Safety and Prevention.
• Step 2: Stop, Drop and Roll.
• Step3: Calling 9-1-1.
GPS - ELA3LSV1, ELA4LSV1,
ELA5LSV1
Activity 2: Discuss fire safety as a
community service, paid for by taxes.
GPS - SS3E2, ELA3LSV1,
ELA4LSV1, SS5E2, ELA5LSV1
Activity 3: Discuss firefighters as heroes, including characteristics
they share with historical American heroes
GPS - SS3CG2, ELA3LSV1, SS4CG5, ELA4LS1, ELA5LSV1
27
Courtroom
Northeast Georgia Medical Center Clinic
Level: Primary K -2
Activity 1: What is a courtroom?
• Step 1: Point out different areas of the courtroom.
• Step 2: Have students predict which section has the most people.
• Step 3: Check your prediction by counting the amount of people in
each section of the courtroom (Ex. jury, attorneys, judges).
• Step 4: (Optional) Compare the numbers of people in two different
sections and see which has the most (or least) people.
GPS - SKCS5a, S1CS5a, MKN1a, MKN1c, M1N1c
Activity 1: Role play doctor, nurse, patient. (Encourage question
and answer format and have nurse retell doctor what patient said).
Activity 2: Tell how you are different from a baby and an adult.
GPS - SKL2c, ELAKLSV1H, ELA1LSV1bcf, ELA2LSV1a
Activity 2: Role-play different members of the courtroom.
Activity 3: Discuss reasons to go to the doctor. (Ex. vaccinations,
illness, check-up) and to go to the hospital (Ex. severe illness,
operations, birth of a baby).
GPS - ELAKLSV1g, ELA1LSVce, ELA2LSV1e
Level: Intermediate: 3-5
Activity 1: Discuss citizens’ rights to due process of law as granted
by the Constitution.
GPS - SS4CG3b, SS5CG1
Activity 1: Comparing weights.
• Step 1: Weigh yourself.
• Step 2: Figure out how much more you weigh than an average
newborn baby (at 7 lbs).
GPS - M3N2, MP31, M4M1, M4P1, M5P1
Activity 2: Get to know the
courtroom.
• Step 1: Point out different areas
and jobs in the courtroom.
• Step 2: Make fractions to
represent different subgroups with
in the courtroom.
***Examples of fraction questions:
~ Out of the total # of people in the
courtroom, what fraction are jurors?
courtroom, what fraction are
attorneys?
courtroom, what fraction are judges?
GPS - M3N5, M4N5, M5N2
26
Activity 2: List all the medical personnel who would work here.
GPS - ELA3W1, ELA3LSV1, ELA4W2, ELA4W3, ELA4LSV2,
ELA5W2, ELA5W3, ELA5LSV2
Kids can pretend to be
a judge, sit on the
witness chair and learn
about the court system.
The exhibit encourages multisensory learning through tools
that allow kids the opportunity
to experience working (and
playing) in the healthcare
industry. This fun-filled exhibit
will help children learn, explore
and discover the world of using
their imagination.
19
Classroom
Activity 1: Role-play teacher, students, principal, parent (at a
conference).
Activity 2: Take turns writing on board with chalk.
GPS - ELAKW1, ELA1W1, ELA2W2
Activity 3: Discuss how chalk is different from dry erase markers
(high-tech VERSUS low-tech and natural VERSUS man-made).
GPS - SKCS1, S1CS5, S1CS1
Activity 1: Discuss job opportunities in a school – teacher,
principal, librarian, counselor, technical staff, maintenance staff.
Activity 2: Team challenge.
• Step 1: Divide students into 2 teams – have 1 student from each
team be the “scribe” (introduce “scribe” as new vocabulary).
• Step 2: Draw a line down the middle of the board to make
separate areas for team one and team two.
• Step 3: Give the students a time limit (2 minutes) to list all the
things they have learned so far today at INK.
• Step 4: The team with the most items on their list wins.
GPS - M3D1, M4D1,M5D2, ELALSV1, ELA4LSV1, ELA5LSV1,
ELA5LSV2
Activity 3: Discuss changes in use of chalkboard and chalk
VERSUS white-board and dry erase markers.
• Step 1: Determine origin of chalk (Limestone), chalkboard
(Slate), dry erases markers, and white-board
manufactured).
20
Activity 4: Using senses of sight and hearing to stay safe.
• Step 1: Listen to siren and discuss warning sounds.
• Step 2: Discuss the importance of the flashing blue lights and
what to do if you see them.
GPS - SKCS1, S1P1e
Activity 1: Measuring length and width of the sheriff’s car.
• Step 1: Discuss what unit of measurement would be best to
determine the length and width of the Sheriff’s car.
• Step 2: Estimate the length and width of the Sheriff’s car.
• Step 3: Using a measuring tape, measure the exact length and
width of the car.
• Step 4: Compare your estimate to the exact answer.
GPS - M3M2, M3P1, M4N1, M4P1, M4N2, M5P2, M5P1
Activity 2: Discuss the function of law enforcement officers.
GPS - SS4CG3ab
Activity 3: Discuss the necessity of respecting the rights of
others by obeying the laws, for the good of all citizens. (See the
poster of Citizen’s Rights and Responsibilities.)
GPS - SS4CG4ab,
SS5CG1a
Activity 4: Discuss the
fact that law
enforcement is one of
the services that citizens
pay for through their
taxes.
GPS - SS3E2, SS5E2c
25

Educator`s Guide - Interactive Neighborhood for Kids

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