Swiss Watch, Diamond Movements





Trophy Lessons


"A great chess player is not a great man for he leaves the world as he has found it. No act terminating in itself constitutes greatness. This will apply to all displays of power or trials of skill which are confined to the momentary..."

-William Hazlitt


"In teaching you cannot see the fruit of a day's work. It is invisible and remains so, perhaps for twenty years."

-- Jacques Barzun


Writing from the Heart


Fend off that familiar refrain, "I have nothing to write about!" with this fun activity. Start the year off in a creative way and unleash the things kids are most passionate about.

Students unleash strategies to develop pieces of writing by identifying people, places, ideas, or things that are important to them.


  1. Document Camera
  2. LCD Projector
  3. Digital Camera
  4. HP Laser Jet Printer
  5. HP Photo Paper
  6. Heart Map Example/Template
  7. Various Artistic Medium (e.g., crayons, colored pencils, marker)


  1. Gather the children in the meeting area of your classroom. Tell students that many writers keep a collection of things they know or care about to draw from whenever they want to write so that they never suffer writer's block.  
  2. Next, briefly talk about the things that are important to you as a person. Talk about people, places, things, or ideas.
  3. In this part of the lesson, show students the Heart Map Template, or create your own by following these steps. Place the heart template underneath your document camera. Start from the center of the heart, placing the most important person, place, or thing in the center of your heart. Then, work your way out using just a few words in each section. Be sure to talk about each section as you're placing it on your map (e.g., "I always saw my grandparents in December. Therefore, I'm going to write 'December with Grandma and Grandpa' in my heart since I have so many memories of spending time with them at that time of the year.").
  4. Take time to answer students' questions before disseminating heart templates to each child. Instruct students that they may color-in sections of their heart (e.g., they might want to color code it: purple for people, green for places, blue for things, yellow for ideas) once they’ve filled in all of the sections.
  5. Once all students have drawn their heart maps, photograph each map with a digital camera so you can print out several copies of the heart maps for them to keep in all of the places where they write. (You might choose to hang up their original heart maps in the classroom to help on those days when students cannot come up with something to write about on their own.)
  6. Each day during writing time, have students use different sections of their heart maps to craft a story. Encourage them to pick a handful of ideas, people, or places from their map, and incorporate them into a story. Or, have them start with one person, place or memory, and build off of it.





Discovering Lincoln's Legacy through Traveling Trunks Grade Level 2

The National Park Service traveling trunk program is an engaging way to connect young children with important heroes and events from the past.
Cost $500
4 weeks
California History/Social Science: 2.1 Students differentiate between those things that happened long ago and yesterday; 2.5 Students understand the importance of individual action and character and explain how heroes from long ago make a difference in others' lives.
Through the use of replica artifacts from Abraham Lincoln's birthplace and childhood home, second grade students learn about the life and education of America's first frontier President. History comes alive for them as they explore the books, clothing, games, and activities of an earlier time and learn about the values and experiences that shaped this important American. They will create dioramas showing life long ago on the frontier and will make a class quilt.
The student will compare/contrast, in words and pictures, ways that life on the frontier in Kentucky and Indiana differ from life today in each of these areas: schooling, play/toys, home chores, clothing, food). Working in cooperative groups, the student will be able to share at least one way that Abraham Lincoln's frontier life influenced him as an adult. The student will write and illustrate one or more pages in a class "Important" book, stating what she believes is important about Abraham Lincoln. Working with a partner, the student will read the class "Abraham Lincoln Important Book" to groups of kindergarten and first grade students. The student will select three to four items that represent Abraham Lincoln’s frontier life to draw on a quilt square. Using a chart generated from class discussions, readings, and information from the traveling trunk, the student will choose an important quote from Abraham Lincoln to write on the quilt. The student will create a diorama, showing life in the wilderness.
Traveling trunks from the National Park Service • picture books for building background • shoe boxes and clear cellophane wrap for dioramas • writing and construction paper for class book, markers or crayons (or a computer may be used to word process and illustrate) • quilt pattern: I used the split rail pattern because it fit so naturally with this president. It was easy for a beginner sewer. This pattern is available online from a variety of Web sites
quilt supplies:
• polyester/cotton blend for the pictures the students draw • reproduction civil war fabrics (or other quilt fabric) • rotary mat, ruler, cutter, fabric scissors • fabric crayons for the student's pictures; paper, cut to the block size, for those pictures; a crayon sharpener; iron to iron on the pictures to the fabric The National Park Service traveling trunk program is an engaging way to connect young children with important heroes and events from the past.

“Discovering Lincoln's Legacy through Traveling Trunks” project continued.
.. • unbleached muslin for the quotations • pigma pens for writing the quotations • warm and natural batting (good for tying a quilt) • backing and binding fabric • yarn or embroidery floss for tying the quilt • thread
Readiness Activity
Working in groups, students did a carousel walk around the room, writing a fact (or something they knew) and a question on each of five charts I had posted. Each of the charts had a different heading: Abe's family, schooling, chores, food, clothing, and play. As the groups finished, we talked about what we knew about Abraham Lincoln in each of those categories and what we wanted to learn.
Prior to the arrival of the first traveling trunk, we read two books about Lincoln's early life. We then modified our carousel charts to show any misinformation students had written, as well as to add information we had learned. 2. Students explored replica artifacts from the Lincoln Birthplace home traveling trunk. As a class, we discussed the similarities and differences between life in the Kentucky wilderness and our lives today in suburban southern California. In their journals, they wrote about their favorite items in the trunk and if they would rather live on the frontier or in their current homes. 3. Throughout a two week span, we read the book “If You Grew Up with Abraham Lincoln,” both for background and to expand upon what we were finding in the trunks. 4. Students explored replica artifacts from the Lincoln Boyhood Home trunk. They made log cabins with Lincoln logs, carded wool, played with wooden toys, read from McGuffey's readers, and looked at period photographs. Carousel charts were updated. 5. Students made dioramas of life on a frontier farm. This took two afternoon time periods. Dioramas were wrapped in cellophane for protection. 6. Students wrote and illustrated a page for the class "Abraham Lincoln Important Book." They shared the book and their dioramas with younger classes. 7. The students chose one or two quotations to print on a quilt block. Using a window for a light box, the teacher traced their quotes onto fabric with a pigma pen. 8. The student pictures were ironed onto fabric and then sewn into strips. Students helped arrange the "rails" before they were sewn. 9. The teacher sewed the quilt strips, backing, and binding. The students helped tie the quilt. 10. The quilt, dioramas, and Important Book were displayed for Open House.
Culminating Activity
The students made a Lincoln legacy quilt, using the split rail pattern for the log splitter president. Working with the teacher in small groups, students drew in pencil an important scene or item from President Lincoln's life. Under the teacher's supervision, they colored their paper with fabric crayons. The students chose one or two quotations to print on a quilt block. Using a window for a light box, the teacher traced their quotes onto fabric with a pigma pen. The student pictures were ironed onto fabric and then sewn into strips. Students helped arrange the "rails" before they were sewn. The teacher sewed the quilt strips, backing, and binding. The students helped tie the quilt. The quilt, dioramas, and Important Book were displayed for Open House.
Students were evaluated on the content they chose for their quilt picture; the importance of the quotation they chose (the Lincoln quality it represented, such as honesty or humor); and for the content they chose for their Important Book writing






It’s About Time Grade Level 3

THIS WINNING PROJECT IDEA SUBMITTED BY: Mary Lynn Hess Goldsboro Elementary Magnet School Sanford, FL
3-4 Days
Cost $350

This clock project brings understanding and excitement into the math curriculum

Curriculum/State Standards
Measuring and comparing fractions, measuring and comparing angles, telling time.
After having background knowledge making paper clocks, the student will make a wall clock out of lauan plywood and quartz clock movements. When completed, the clock will work with an AA battery. The students felt proud to actually take home a clock they built themselves.. When building the clocks, I heard comments from the students like “Wow, this is really cool!” “I never knew I could make my own clock that really works!” “This was simple and fun!” All the students were engaged and excited to show off their clocks to their parents. One parent told me, “My daughter’s clock is so beautiful! This is an actual project that she made that I will proudly hang on the wall.”
The student will understand fractional parts related to a whole by making a clock. The student will measure and compare fractions using a model. The student will measure and classify angles that include degrees and angle types: acute, obtuse, and right angles. The student will be able to tell time using a hand-made clock.
½” brad fasteners, quartz clock movements dial thickness ½” shaft length 15/16,” clock hands 3 5/8,” assortment of geometric foam sticker shapes, 5.0 mm X 4 X 8 lauan plywood, AA batteries
Readiness Activity
Materials for each student: practice clock: • 8 x 8 piece of paper • 1/2” brad fastener • paper cut-out clock hands • protractor • ruler • pencil real clock: • quartz clock movement piece • clock hands • 8 x 8 piece of lauan plywood • protractor • ruler • 12 foam sticker geometric shapes • permanent marker • aa battery • optional: paint note: This lesson is most effective as a follow-up after teaching angles, fractional parts and time. Practice Clock: 1. Ask the students to discuss with a partner: Is “time” important? Why or why not? 2. Invite some students to share their thoughts to the class. 3. Ask the students: What can we use to measure time? (planets, sun, calendars, clocks, stopwatch, watches, stars, sundials, hour glasses, water clocks, etc.) 4. Ask: Which one of these instruments mentioned do we typically use to measure time? 5. Say: If we looked at a clock, can you tell me anything about the placement of the numbers 3, 6, 9 and 12? 6. Today we will be using an 8 X 8 piece of paper to place numbers on, to replicate a clock. 7. If we divide this paper to place the numbers 3, 6, 9 and 12, what angle will each of these parts measure as? What do we call these angles? What fractional part will we be dividing a whole into? Using a ruler and/or protractor, divide your paper in fourths and write these four numbers in their proper place, like a clock. 8. Say: How can we determine where to place the numbers in between ® school supplies. changing lives. each of these numbers so it would be measured exactly into equal parts? What angle would be represented between the numbers 3 and 4? If measuring in degrees, what would it be? What fractional part would that be? 9. Instruct the students to measure accurately and place the remaining clock numbers on their piece of paper. 10. Attach the paper clock hands and brad fastener to finish the clock. 11. Have the students explore using their clocks. Afterwards, have the students pair up to ask their partner questions that reinforce vocabulary of angles, fractions, and telling time by manipulating their clocks.
Real Clock: 1. Each student is given a piece of 8 X 8 piece of lauan plywood. Option: The students can decorate the face of the clock prior to the putting on the movements. 2. Measure and place foam sticker pieces where the 3, 6, 9 and 12 will go, using protractors and rulers for precise measurements. Label the numbers with a permanent marker on the foam. 3. Accurately measure and place foam stickers where the remaining numbers should be placed on the plywood. Label the numbers on the foam using a permanent marker. 4. Follow the directions to place the clock movements and hands on the piece of plywood. 5. Install an AA battery for the clock to be complete.
Culminating Activity
Using the clock, students work in partners to show: specific times, fractional parts and the angle types and degrees they represent: acute, obtuse and right angles. The teacher will circulate the room to evaluate for understanding of the concepts being practiced.
Evaluation Method
There were a few different evaluation methods used for this activity. To make sure the students understood angles, fractional parts and time, chapter and unit tests were used. For the actual clock project, teacher observation was used to evaluate the project.






Health and Nutrition


 Science Lesson Plan
Form 5
By Claire Damarodas
This lesson is part of a unit based on Health and Nutrition.  I came up with the idea for it my first year at Saint Mary’s Hall.  It was taught at varying levels to all of my students (grades 1 – 5) following the Winter Holiday break.  Many persons have dieting as a New Year’s Resolution.  I wanted my students to be more aware of what they were eating, not necessarily to eliminate any food from their palate.  The lesson was well received by children and parents alike.  Many families commented on the changes it brought about in their children’s requests at the grocery store.  It continues to be part of our curriculum, with hands-on exploration, in the Fifth Form.


1. Students need to be aware of the basic requirements for a well-balanced diet.
2. Students will become aware of and learn how to read the nutritional information given on food packages.
3. Students will learn that ingredients in a food package are listed in order from those that appear in the greatest amount to the least.
4. Students will learn that sugars may be listed as an ingredient in various ways.  E.g.  Many of the words end in –ose (ex. Sucrose, dextrose, maltose)
5. Students will learn to look at serving size and to make comparisons as to what that amount is.
6. Students will be given the opportunity to use standard units of measurement.
7. Students will apply mathematical concepts learned in the regular classroom in a real world experience. (what is per cent, how to change a decimal into a per cent, long division, working with decimals, rounding to the nearest hundredth, ordering information)
8. Students will use problem solving skills to determine what factors are important to consider when making food purchases.
To set the stage for the lesson:   Readings are assigned in their FOSS Food and Nutrition booklet about the history of sugar.

Anticipatory Set:

Have students (working in small groups) share with each other what their favorite cereals are, why they like them, and whether or not they think they are very nutritional. 


We all hear how important it is to have breakfast to start off each day.  Many of us are continually on the go.  It becomes difficult to even find the time for that beginning meal of the day.  Today I want us to think about cereals.  They are easy to fix (even a 5 year old can pour himself a bowl of cereal) and are one of those morning meals that many of us awaken to.  Advertisements on television and in magazines lead us to think that cereal may be the answer to added energy and vitality for the day.  Today I want us to analyze different cereals and decide for ourselves if cereal is a nutritious way to begin the morning.

Materials Needed:

Several boxes of cereals (I usually purchase the small variety packs), containers of oatmeal (various kinds), sugar, balance scales, gram stackers, plastic bags or bowls, spoons

Guided Practice:

Have a regular sized box of breakfast cereal on hand.  Ask a student to show the class about how much cereal he considers a normal-sized serving.  Have another student show about how much sugar he thinks is present in the serving.  Set these aside to be considered later.
Guide students through looking at the nutritional information listed on the side of the cereal packages.  Notice information about serving size, amount of sugar per serving, vitamins, etc…  Notice that the main ingredients found in the cereals tend to be some type of grain (wheat, rice, oats, corn) and sugar.  Sugar is often listed in several different terms – honey, sugar, sucrose, etc…  Have partners share a small box and highlight this information on their containers.
Next, have them open their boxes and note the size of an individual serving.  Is this comparable to the amount poured in the bowl at the beginning of class?
Students are to continue by finding the actual amount of sugar in the serving by using the gram stackers, balance scale, and sugar.  They are then to pour the sugar into another bowl and set in beside its corresponding cereal.  (Students (and myself) are always amazed at the amount of sugar found in an individual serving.)
Finally, show the class how to find the fractional part of the serving that is sugar.  Continue by showing them how to convert the fraction to a decimal, and then to a per cent.  (always emphasize that a per cent means how many parts out of 100)  End this part of the practice by collecting data from the different types of cereal and recording such on the board.

Independent Practice:

Students are to order the cereals from “Best Choice” to “Worst Choice” based on sugar content.  They are then to explain if they think that the cereal with the least sugar content is always the best choice.  (I always include some cereals that have a low sugar content when packaged, but are usually accompanied by the addition of sugar before milk is added.  Ex. Rice Krispies, Post Corn Flakes, Total, oatmeal, etc…)  Tell if this experiment will affect the choices they make in choosing breakfast cereals.


Check to see if students can order the cereals based on per cent.  Look for logic in their reasoning as demonstrated by their explanations.
Check to see if knowledge will have a bearing on their decisions as consumers.  (Extra credit given if students note that even the milk added to their cereal contains lactose – a form of sugar)

Extension Activities:

1. Have students make a bulletin board to display in the hallway showing the cereals and their sugar component (use zip-lock bags).  Show information gathered.  Help others make informed decisions when choosing breakfast cereals.
2. Visit the grocery store. Check to see if sugar is present in the following products:  ketchup, soups, salad dressings, spaghetti sauces, and peanut butters. 
3. Have students keep track of their food choices for a day.  Examine carefully to see which items contain sugar.






; Gdf