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| INTRODUCTION | |
| PART I Myself & the Neighborhood | |
| Myself & Neighborhood | |
| Community Quilt | |
| The Mail Carrier | |
| Let Your Fingers Do the Walking | |
| The Sign Walk | |
| Who I Am | |
| Baking Bread with the Little Red Hen | |
| PART II Exploring Systems | |
| What's in a Thumb | |
| Parts of You | |
| Puzzles Are Systems | |
| How Many Systems Do I Belong To Right Now | |
| PART III Communicating with Others | |
| Talking with our hands | |
| Lullabies link people | |
| PART IV Myself and the Larger World | |
| Move, Feet, Move | |
| The Challenge of the Desert | |
| Planning a Park | |
| Communication Tools | |
| TV or Not TV | |
| Missing the Point | |
| Who Likes Animals | |
| A Simple Chocolate Bar | |
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THE SIGN
WALK Purpose This lesson provides a way to begin talking about community rules and why we have them. Children should begin to see rules (such as those embodied in signs) as ways to resolve conflicts fairly and quickly, rather than as "orders." Areas of Study Social Studies (laws and rules) Language Arts (reading, analytical skills) Art (sign making) Comments to the Teacher Make a collection of signs students see when walking around the school or neighborhood (exclude advertising signs). You may go for a walk with the class and record the text of the signs you see; or have each student bring in a list or set of drawings of the signs he/she has seen. Choose a variety of signs from your collection and ask the following questions about each one:
Next, turn to your
own classroom. Are there any rules people tend to forget? Would a sign
help? Are there conflicts that seem to come up again and again (such as
who will use a certain area or toy)? Would a rule help there? Have children
make pictorial signs for any appropriate rules. Look at the international
traffic signs for some helpful inspirations. Review the classroom signs
a few times a year. Do we still need all these signs? Should new ones
be put up? |
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