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Grades K8
AUGUST
EVENTS
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Table of Contents
July Events E-Book Sampler

Thank you for downloading the following e-book
another quality product from
August 10, 1846- Smithsonian Institute Was Founded

TCR0448-A Guide for Using From Mixed up Files of Mrs. Basil E.
Frankweiler in the Classroom, Grades 5-8
Establish a Museum, Page 16
TCR3804- The Best of Internet Activities 2nd Edition, Grades K-8
Online Museum Tour, Pages 241-243
TCR3626-Quick & Fun Activities for Every Day of the Year, Grades K-8
August 10
August 15, 1914- The Panama Canal Officially Opened
TCR8025-Nonfiction Reading: Social Studies, Grade 4
A Palindrome and a President, Pages 111-113, 144
TCR3290-Take Five Minutes: Geography, Grades 5-8
Panama, Page 143
TCR3626-Quick & Fun Activities for Every Day of the Year, Grades K-8
August 15
August 19, 1871- Aviator Orville Wrights Birthday
TCR3024-Project-Based Activities for STEM, Grades PreK-K
STEM in the Airport, Pages 15-26
TCR3526-Math in Action, Grades 1-2
Flying Far, Pages 34-35
TCR3210-Spotlight on America, Grades 4-8
Making Paper Airplanes, Pages 30-31
To find a teacher supply store near you where you can purchase these books,
please visit www.teachercreated.com and click on Find a Store.
Section 2: Chapters 3 and 4
From the Mixed-up Files of Mrs. Basil E. Frankweiler
Establish a Museum
A good museum, whatever its theme and whatever its size, can be fascinating. Many wonderful hours
may be spent wandering through its collections of art, artifacts, and historical relics.
If you could establish a museum of your own, what type would it be? Before you decide, think of some
things you would need to consider.
First of all, you would need to determine your
theme. What kind of museum will you have?
Will you emphasize art, like the Metropolitan?
What kind of art? If space is limited, you
might have to limit your collection to one type
or one periodfor example, Native American
pottery or paintings of the Old West. You
might choose to display photographs of the
town in which you live or even family
photographs for a family museum.
Museums are often established to memorialize
a certain person, such as a former President or
a famous movie star. You might concentrate
on items from a period of history, such as the
age of the dinosaurs or the American Civil
War, anything which whets your interest
enough so that you think others will be
interested as well. If your museum is to be a
history museum, you would include items
which could have actually existed during a
certain period and which illustrate how life
was at that time.
Natural history museums are also very
interesting. You could establish a plant
museum or a museum built around a special
interest of yours: butterflies, birds, flowers, or
medicinal plants used by a certain group of
people in history.
Activity
Construct a model museum which you think would be interesting to others. When you decide the type
of museum you wish to establish, you will then need a box, such as a shoe box and various craft
materials. These might include colored paper, foil, glue and scissors.
Research the theme which you have chosen for your museum, then assemble the materials you need.
Inside the box, use them to make miniatures of items which fit your theme.
#0448 Literature Unit
16
Teacher Created Resources
Online Museum Tour

Opening Comments:
There are museums of all types around the globe. Unfortunately, most of us cannot get to many of
these wonderful treasure houses. Good thing that more and more museums are going online.
Have your students visit several sites online. After everyone has done their research, have students
share their information with the class in the form of an online guide to the worlds museums.
Some Helpful Internet Sites:
http://www.teachercreated.com/url-updates/3804
Click on page 241, sites 1, 2, 3, 4, 5, 6, 7, 8
Setting the Stage:
Visit a few museum sites and become more familiar with who is online.

Discuss the idea of an online museum with your students. See the Art Museum Tourist Log for
points to bring up.
Review the Tourist Log with the class and set a deadline.
Procedure:
Have students complete the offline portion of the Art Museum Tourist Log before going to the
Internet sites.

Give students time to browse the sites.
After completing their forms, students will make a final draft of their information.
Special Considerations:
Depending on the ability level of your class, you may want to begin this project by assigning
a student or group of students to find and copy a listing of online museums. This may make it
easier to divide up the museums between students.

After collating the Tourist Logs, you may want to leave a copy of the book in the classroom, a
copy in the school library, and send a copy to the local public library.
Teacher Created Resources, Inc.
241
#3804 The Best of Internet Activities
Online Museum Tour
(cont.)
Name:_______________________________________________________
Art Museum Tourist Log

Complete the offline questions on this worksheet before moving to your chosen museums.
1. What is an online museum? _________________________________________________
_ ______________________________________________________________________
2. What do you think you will find at the sites you visit? (check all that apply)
Audio clips
Images of artwork
Sculpture
Cultural recordings
Video clips
Photography
Furniture
Historical artwork
Text information
Modern art
Scientific equipment
o Other
Graphics
Folk art
Paintings
3. What might an interactive museum site have that another museum may not?
_ ______________________________________________________________________
_ ______________________________________________________________________
Now go to the web and see what you can find!

1. Museum and URL:_ _______________________________________________________
2. Where is this museum located?_ _____________________________________________
3. When was the museum established?__________________________________________
4. Type of museum:__________________________________________________________
5. After visiting the museum online, use a different color pen. Recheck the boxes above to
show what you actually found at the web site.
242
Online Museum Tour
(cont.)
Art Museum Tourist Log (cont.)

6. Type(s) of artwork at this site:________________________________________________
_ ______________________________________________________________________
7. Are there private collections housed at this museum? If so, list two collections along with
the names of the donors and the type of artwork donated.
_ ______________________________________________________________________
_ ______________________________________________________________________
_ ______________________________________________________________________
8. Is this an interactive site? If so, what details about the site make it interactive?
_ ______________________________________________________________________
_ ______________________________________________________________________
9. Tell three things that you liked best about this museum.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
10. Would you recommend that someone else visit here? Why or why not?
_ ______________________________________________________________________
_ ______________________________________________________________________
_ ______________________________________________________________________
_ ______________________________________________________________________
243
1846
AUGUST
10
the Smithsonian Institution was founded and

formally named after James Smithson, the
Englishman who donated 100,000 to establish it.

The Smithsonian Institution is the largest

museum in the world.
James Smithson has a mineral named after

him: smithsonite.
In 1984, over 118,437 people visited the

Smithsonian Air & Space Museum on one
day.
Whats that in your pocket? $200,000! Theres

more where that came from tooanother million,
in fact. But only if you can give the $200,000 away
first to people who really need it. Make a list of
five organizations or groups of people who could
use a share. Oh, and just to remind yourself when
youre writing the checks, add a quick note as to
why they need it.
of the day
donation A voluntary gift made to
some worthwhile cause; from the
Latin donum (gift).
of the day
In charity there is no excess.

Francis Bacon
In For a Penny, in For a Pound
England used to use pounds,

shillings, pennies, and farthings for
money.
One pound = 20 shillings
One shilling = 12 pennies (or pence)
One penny = 4 farthings
One guinea = 21 shillings
Answers: 1. 2,000,000 shillings; 2. 240,000,000 pennies; 3. 500 guineas;

4. 960 farthings; 5. Answers will vary; 6. Two examples are months and
eggs; 7. A quid is a pound
of the day
1. How many shillings did James Smithson donate?

2. How many pennies in one million pounds?
3. How many guineas is 10,500 shillings?
4. How many farthings in one pound?
5. If one pound = $2, calculate how much you have in pocket
money in guineas, shillings, pennies, and farthings.
6. Aside from pennies in shillings, what else is counted in twelves?
7. Find out the slang names for some of the old English currency
(e.g.,what is a quid?).
A Palindrome
and a President
New Words
These are new words to practice.

Say each word 10 times.
palindrome
Panama
phrase
Columbia
famous
revolt
canal
preserved
Before or after reading the story, write one sentence

that contains at least one new word.
___________________________________________________
___________________________________________________
___________________________________________________
111
#8025 Nonfiction Reading: Social Studies Gr. 4
A Palindrome
and a President
Story
A palindrome is a word or a phrase. A palindrome can be read front to back. It

can be read back to front. No matter how a palindrome is read, it is the same.
Look at the words noon and racecar. You can read noon and racecar from left
to right. You can read them right to left. The letters spell the same words
either way.
One palindrome is very famous. It is about a president. The palindrome goes
like this: A man, a plan, a canal, Panama! A man, a plan, a canal, Panama! can
be read front to back. It can be read back to front. Both ways, the letters spell
out the same phrase. This palindrome was written about Theodore Roosevelt.
Theodore Roosevelt was known as Teddy Roosevelt. (Our toy teddy bears were
also named after Roosevelt.)
Roosevelt was born in 1858. He was
our 26th president. He was president
from 1901 to 1909. When Roosevelt
was president, he wanted a canal
built. He wanted a canal that big
ships could go through. He wanted
a canal built in Panama. It would cut
across Central America. This way,
ships could travel to and from the
Pacific and Atlantic oceans without
going around South America.
At that time, Panama was a part of
Colombia. Roosevelt offered to buy
Theodore Roosevelt
land from Colombia. He offered a
price. Colombia would not agree. It
wanted a higher price. Then, people
in Panama had a revolt. They revolted against Colombia. Roosevelt recognized
Panama as a new country. He sent warships to protect it. The new country of
Panama then sold Roosevelt land. It agreed to Roosevelts price. The man
Roosevelt had a plan. His plan was for a canal in Panama. He made his plan
work by getting land in Panama.
Roosevelt is famous for land in another way. He believed some land should be
preserved. It should be protected. It should be kept safe from harm or damage.
As president, Roosevelt took 125 million acres of public land. He preserved it in
national forests.
112
Quiz
A Palindrome
and a President
After reading the story, answer the questions.
Fill in the circle next to the correct answer.
1. This story is mainly about

a a man and land
c a man who became president
b a man who built a canal
d a man with a plan and a

palindrome
4. Think about how the word Panama

relates to country. What words
relate in the same way?
Panama : country

a canal : land
2. The Panama Canal cuts across

Central America so that ships can
travel to and from
c Colombia : price
b the Atlantic and Indian oceans
a eye
d the Pacific and South American

oceans
c seas
b teddy bear : toy
d national forest : safe
a the Pacific and Indian oceans
5. Which word is not a palindrome?
c the Atlantic and Pacific oceans
3. When something is protected and

kept safe from harm, it is

a famous
c revolted
b noon
d madam
b damaged
d preserved
113
#8025 Nonfiction Reading: Social Studies Gr.4
Answer Key
Dog Boots
1. c
2. a
3. a
4. b
5. d
1. d
2. c
3. c
4. d
5. b
Why They Had Wands
Reading with Ones

Fingers
1. d
2. a
3. d
4. b
5. a
1. a
2. d
3. d
4. a
5. c
Jack and the Two-Headed

Giant
A Game that Used Peach

Baskets
1. a
2. d
3. a
4. b
5. c
1. c
2. c
3. a
4. a
5. b
On Top of the World
How an Observation
Helped Train a Horse
1. d
2. c
3. a
4. d
5. a
1. c
2. b
3. d
4. b
5. c
1. b
2. c
3. d
4. c
5. d
1. b
2. c
3. b
4. a
5. a
1. b
2. d
3. c
4. b
5. d
A Race for the Strong
Escape in the Open
Record Temperatures
Buried Alive
Valley Forge
1. d
2. b
3. a
4. d
5. b
1. a
2. b
3. a
4. b
5. c
1. c
2. d
3. c
4. b
5. b
1. d
2. d
3. b
4. b
5. a
1. a
2. d
3. b
4. d
5. c
1. a
2. b
3. d
4. d
5. c
1. b
2. b
3. c
4. d
5. c
1. a
2. b
3. c
4. c
5. d
1. b
2. c
3. b
4. d
5. a
1. d
2. c
3. a
4. d
5. c
1. d
2. c
3. c
4. a
5. a
Connecting Polygons to
Month Names
The Painter and His Horse
Where Water Glows in the

Dark
The Moon Festival
A Race of Life and Death
How Some Nicknames

Came About
The Toilet-Paper Trail
What Stanton Dreaded
The Geographic Center
A Key to Mongol
Horsemanship
History Humor
Old Ironsides
1. c
2. d
3. b
4. a
5. b
1. b
2. b
3. a
4. a
5. d
1. c
2. a
3. a
4. c
5. d
1. d
2. c
3. d
4. b
5. c
1. d
2. b
3. d
4. c
5. b
1. a
2. b
3. b
4. c
5. d
1. b
2. a
3. d
4. a
5. c
1. d
2. d
3. a
4. a
5. b
1. d
2. c
3. c
4. a
5. b
Who and Where
1. c
2. a
3. b
4. a
5. d
1. b
2. c
3. c
4. d
5. a
A Time to Wear a Sword
1. c
2. a
3. d
4. b
5. d
1. c
2. c
3. a
4. b
5. d
When Rivers Catch on Fire
1. d
2. b
3. a
4. d
5. c
1. a
2. b
3. a
4. b
5. c
1. d
2. c
3. b
4. c
5. a
1. b
2. a
3. b
4. c
5. d
1. c
2. b
3. a
4. d
5. b
1. c
2. b
3. b
4. c
5. d
1. c
2. a
3. d
4. a
5. c
1. d
2. b
3. d
4. c
5. a
1. b
2. a
3. c
4. a
5. d
I Have Not Yet Begun to

Fight!
John and Jane Doe
A Stuffed Hero and

Ordinary Shoes
A Boy with Cold Ears
Buffalo Soldiers
Why Wagons Were Called

Ships
What the Numbers Tell
Tricked into Eating Salted

Cabbage
Nurse on the Battlefield
Losing a Year for a Day
144
Imaginary Lines and the

Worlds Smallest Bird
Sunken Treasure
The Pony Express
Seven Words
A Palindrome and a
President
Coffins House
A Dream of Flying
North and
Central
America
You stand on an isthmusa narrow neck of land that connects two

larger landmassesbetween North America and South America. At the
narrowest part of the isthmus, a mere 50 miles (81 km) separates the
Atlantic Ocean from the Pacific. The oceans are separate bodies of
water, but one doesnt have to travel all the way to the tip of South
America to reach the other. Instead, one can go through a canal, one
of the most amazing feats of construction engineering in the world.
Where on Earth are you? Can you find your place?
Panama
Panama is a country whose geographic position has influenced its history and economy . Even before
the canal was built, travelers could save incredible amounts of time by getting of f a boat on one side,
crossing the 50-mile (81 km) bridge, and catching another boat on the other side. Many prospectors
on their way to California during the 1848 gold rush did this. With the canal, however, huge boats, not
just people, can save time. For example, without the canal, a boat sailing from New York to San
Francisco, California, would have to travel 13,135 miles (22,268 km) further .
Each ship has to pay a toll to use the canal. Why would a captain choose to pay a toll? Time is very
important. By using the canal, a captain can make more trips. He or she might be carrying fresh car go
that needs to be delivered quickly. He or she might find more things to trade if they could reach
faraway ports more often.
Who built the canal? Excavation started with the French in 1882, but they didn t get very far.
Because of the heavy rain, it became too muddy to work. Between 16,000 and 20,000 men died from
yellow fever and malaria that they had contracted from mosquitoes. The work stopped in 1889 with
very little accomplished. The United States took over in 1904, and the canal was completed in 1914.
Mosquitoes were eradicated from the Canal Zone, and then a dam was built. Huge iron locks were
constructed, and eight miles of rock were hacked out. It cost the United States 380 million dollars to
build the canal.
Who owns the canal? The canal was controlled by the United States, but as agreed to in a treaty
signed in 1977, Panama assumed control on December 31, 1999.
What is a lock? A lock is an enclosed part of a river or canal with gates at each end. Water can be let
in or out so that the ship is raised or lowered to a certain level. Ships are lifted (or lowered) 85 feet
(26 m) in the Panama Canal locks. Ships can travel through the canal by night or day , with each trip
taking from 1416 hours.
Panama includes over 1,600 islands. About 25,000 Kuna Indians live on 40 of the San Blas islands.
The Kuna still use dug out canoes and live in their traditional manner . Do you think that where they
live aids in their maintaining their language and traditions?
143
#3290 Take Five Minutes: Geography
1914
AUGUST
15
the U.S. officially opened the Panama Canal to shipping.

The first working plan for the canal was drawn up
in 1529.
Ferdinand de Lesseps (whose company dug the
Suez Canal) attempted to dig a canal but ran out
of money in 1889.
of the day
canal Long and narrow strip of water
made for boats or for irrigation; from
the Latin canalis (channel)
The canal is about 40 miles (64 km) long and saves

a trip round South Americasome 1,118 miles
(18,000 km).
The Panama and Suez Canals are both shortcuts.

Write about:
a shortcut you or your family take when
traveling.
of the day
how taking a shortcut got you into trouble.

a shortcut youd like to create yourself
maybe a straight line from home to school.
Oh, Mr. President, do not let so great an

achievement suffer from any taint of legality!
Philander Knox (his reply when
Theodore Roosevelt requested legal justification for the U.S. acquisition of the
Panama Canal Zone)
Short Cuts
Youll need three pieces of scrap paper and a
pair of scissors.
1. Fold each piece of paper in half, top to
bottom.
1
2
2. Fold them again, right to left, so each is

four thicknesses of paper.
Now look at the three diagrams. If you were

to cut along the dotted line how many
separate pieces of paper would you create?
Try to work out the answers before you cut.
Answers: Cut a: 3 pieces; Cut b: 2 pieces; Cut c: 9 pieces
of the day
Airport
Teacher Overview
STEM in the Airport

cience
PhysicsExplore how planes stay in the air and how machines see into suitcases.
What is an X-ray?
WeatherLearn about changing weather conditions and how they might affect flying.
SafetyDiscover the importance of security in an airport and on a flight.
echnology
Internet ResearchFind information about airports and airplanes. Learn about airport
machines such as security scanners, baggage conveyor belts, etc. Research items relevant
to airplanes like the cockpit, seats, overhead storage, beverage carts, seat belts, luggage, and
other possible props.
Desktop PublishingMake boarding passes, signage, passports and identification,
postcards, luggage tags, and name tags for workers.
ngineering
DrawingPlan and map out the layout for the classroom airport. Include the check-in
station, a security checkpoint, and baggage claim. Plan and map out the cockpit, flight
attendant service area, and seating on the airplane.
Creating SpacesArrange the airport and airplane using classroom furniture and other
materials at hand.
DesigningMake cockpit control panels using different craft materials, computers for
check-in, and security wands. Dont forget tickets, boarding passes, passports, etc.
Collaborating and Problem SolvingDiscuss the roles and expectations for those working
at the airport, in the airplane, and for the travelers as well. Why are safety issues so important?
ath
NumbersCount the number of workers needed, the number of travelers, and pieces of
luggage. Create seat numbers and try boarding by calling out ordinal numbers.
SequencingDetermine the air travel process from ticket purchase to arrival.
Size and MeasurementCompare luggage sizesgreater than or less than; small, medium,
large, extra large; heavy, light.
TimeDetermine times and durations for flights.
Addition and SubtractionCalculate the number of travelers or pieces of luggage.
MoneyEstablish prices for flights, extra luggage, etc.
Market ResearchChart and graph the number of visitors to the different destinations each
week. Determine the most popular destination in the class airport.
15
#3024 Project-Based Activities for STEM
Airport
Teacher Overview
Airport Starters
Suggested Props and Materials

briefcases, suitcases, and purses
cardboard boxes (including pizza boxes)
cash registers and play money
chairs, tables, shelving
clipboards
Control Panel Gauges template (page 21)
dress-up clothes and other items that would

be packed in suitcases
empty food containers and play food
flashlights
globe
keyboards and old computers
maps, travel brochures
Name Tags template (page 23)
paper for labels, signs, tags, boarding passes
Pilot/Security Hat template (page 24)
pipe cleaners for luggage tags
plastic trays and cups
scale to weigh suitcases
steering wheel (real or created)
wagon or cart
walkie-talkies, phones, headphones
Others
_________________________
_________________________
_________________________
_________________________
_________________________
16
Airport
Teacher Overview
Airport Starters (cont.)

Vocabulary
air traffic controller
conveyor belt
security
airbus
co-pilot
standby
aircraft
flight attendant
tarmac
airplane
helicopter
ticketing agents
airport code
identification
traveler
baggage
jet
TSA officers
blimp
license
boarding pass
luggage
Others
carry-on
passenger
checkpoint
passport
cockpit
pilot
control tower
runway
controls
scanner
__________________
__________________
__________________
__________________
__________________
__________________
Books
A Day at an Airport by Sarah Harrison
What Happens at an Airport? by Amy Hutchings
Airplanes by Mary Lindeen
Airplanes by Cynthia Roberts
17
Others
____________________
____________________
____________________
Airport
Teacher Overview
The Airport Plan

Phase 1: Set Up the Airport

Students will:
graph experiences with airplanes and airports
research and design a classroom airport
gather and arrange boxes and other materials to create a security checkpoint,
a check-in counter/ticketing area, baggage, and a baggage claim area
maintain a word wall
name the airport and create signage
Phase 2: Make the Cockpit, Service Area, and Seating

Students will:
establish areas for the cockpit, service area, and seating in the airplane
construct the cockpit controls using materials such as bottle caps, blocks,
magnets, old electronics parts, etc.
set up a speaker system to allow the pilot to talk to the tower and crew, and the
crew to talk to passengers
create an area for the flight crew and a system for serving snacks
Phase 3: Def ine Roles

Students will:
research types of workers needed to run an airport
formulate job descriptions; try different roles
gather or make wardrobe items and prop materials
determine the number of workers and travelers; make sign-ups
create identification, boarding passes, tickets, luggage stickers, and signs
Phase 4: Open the Airport

Students will:
vote on five favorite destinations and research the airports for these destinations;
decide which locations will become the destination for the day (rotate the five
favorites) and determine departure times
practice arriving at the ticketing counter, checking baggage, and going through
security toward the boarding area
practice boarding the plane, piloting the plane, serving travelers
check the weather and officially open the airport for business
Phase 5: Improve the Airport

Students will:
evaluate what worked and what needs adjusting
initiate improvements based on discussions and research
enjoy the newly created airport and expand and improve as desired
18
Airport
The Airport
Phase 1: Set Up the Airport
1. What do we know about airports? Why do people go to airports? Who has been to an airport?
2. What is the order that customers need to follow to travel from one place to another on a plane?
(purchase ticketcheck incheck luggagesecurity checkboarddeplanegather luggage.)
3. Start a list of terms pertinent to the airport. Continue to add to it as the airport takes shape. Post
the words on a word wall so students can copy them as needed.
4. Vote on a name for the airport.
Student STEM Activities

1. Research airports and airport towers and provide pictures when possible. Share data. Create a sign
for the airport. (Technology/Math)
2. Gather materials and classroom furniture to set up the
airport based on the brainstorming sessions. Collaborate
and determine what is needed, what will fit, and where it
will go. (Technology/Engineering/Math)
3. Improvise, arrange, and embellish items to create
stations for ticketing agents and baggage check-in.
Dont forget to weigh and sort luggage! Is it too big
for carry-on? Set aside a box for measuring the size of
carry-on luggage. (Technology/Engineering/Math)
4. Design a security checkpoint. A large refrigerator-sized
box works well for students to pass through.
(Science/Technology/Engineering/Math)
5. Devise a baggage scanner. A box with the ends
removed and placed on top of a construction paper
or fabric conveyor belt works well.
Teacher Support
1. Listen and record student responses during brainstorming sessions. Create a list of reasons to go to
the airport or a graph of who has and has not been to an airport. Offer encouragement and provide
reasonable amounts of time for research, planning, and creating.
2. Fill the classroom with related books, travel brochures and tickets, pictures, and posters. Include
student contributions as they are created.
3. Provide opportunities for students to discover that luggage is made in different shapes, sizes,
and colors. Magazines and the Internet are good resources. Demonstrate how to use a scale to
determine the weight and a box to check carry-on size.
f ly
land
4. Create word cards for a pocket chart or a word wall. Keep adding
age
g
g
u
l
pertinent vocabulary words as they come up. (See page 17.)
5. Call a local travel agent for possible donations. See if the local airport can accommodate field trips.
6. Ask parents to donate or gather materials or to help with assembly to get the airport going. Invite
parents in related industries to come in and share their work experiences.
19
Airport
The Airport (cont.)

Phase 2: Make the Cockpit, Service Area, and Seating
1. Do surveys. Who has been on an airplane? Where have they traveled? Where would students
like to go?
2. Start a discussion about the type of items on the airplane. How many seats should be in the
cockpit? How can a control panel be made? How will the pilot speak to the crew and passengers?
Where will the passengers sit, and where should luggage go?

1. Research airplanes and their interiors. Share data and print pictures. (Science/Technology)
2. Establish the area that will serve as the airplane.
Figure out how many seats should be on either
side of the aisle, and how many rows of seats
there will be. Create seat numbers and signs
(No Smoking, Seatbelts Fastened, etc.).
3. Create a cockpit complete with a control panel
and communication system.

Suggestion: Collect and sort caps from milk,
soda, water, etc. Glue them to cardboard to
create cockpit controls. Additional control
panel ideas can be found on page 21.
4. Design a communication system for the pilot
to talk to the crew and the crew to talk to
passengers. (Science/Technology)
5. Set up the flight crew area. Perhaps a wagon or
cart can be used for beverage or snack service
during flights. (Technology/Engineering/Math)
Teacher Support
1. Assist with charting destinations where
students have traveled or would like to travel.
Encourage them to select the top five to be used
for destinations for their class airport.
2. Assist with finding materials for the control
panels or provide patterns. See if old electronic
equipment might be donated and used. Anything with buttons, knobs, microphones, or switches
will enhance the airplane or the airport.
3. Offer encouragement and provide reasonable amounts of time for research, planning, and creating.
20
Airport
The Airport (cont.)

Control Panel Gauges
21
Airport
The Airport (cont.)

Phase 3: Def ine Roles
Construction is underway and the airport and airplane need a staff and passengers.
1. Discuss each job and list the responsibilities attached to it. What skills would each worker need to
be successful? Does a pilot need to know the same things as a ticket agent? How about a security
person? How do weather conditions affect flying?
2. Figure out wardrobe items or props for each job. What do you need to board a plane?
(ticket, identification, boarding pass)

1. Research airport jobs, share data, and collect and
display pictures.
2. Gather materials to create and store the
props and wardrobe items for each role.
Improvise and create additional props using
classroom materials and imagination!
3. Create labels or name tags for each position.
(See page 23 for samples.) Consider making
time sheets for workers and sign-up sheets for
travelers. (Technology/Math)
4. Dramatize different roles. Note how often
airport workers use mathweighing luggage,
counting passengers, paying for tickets, flight
times, etc. (Technology/Math)
5. Use weather information and wall maps to track actual flight patterns to the destinations chosen.
(Science/Technology/Math)
6. Create identification, boarding passes, passports, luggage tickets (can be attached with a hole
punch and pipe cleaners), and signs. (Technology/Math)
Teacher Support
1. Review the list of jobs and their responsibilities and
provide wardrobe or prop ideas. If pilot or security hats are
unavailable, adjust the pattern on page 24 to suit, laminate it,
and attach strips of paper to the sides. Adjust the strips to the
childs head and staple ends to create a hat.
2. Model roles students might not be familiar with based
on brainstorming discussions. Stress that good service is
important. Also emphasize the benefits of taking turns.
22
Airport
The Airport (cont.)

Name Tags
Crew
Pilot
Pilot
o
C
Flight Attendant
Security
Passenger
23
Airport
The Airport (cont.)

Pilot/Security Hat
24
Airport
The Airport (cont.)

Phase 4: Open the Airport
1. Vote for a favorite destination for each day of the week. Use the destination chart created in
Phase 2.
2. Discuss the best way to run the airport and
flights. Form small groups to take turns doing
trial runs of the different suggestions. Vote for
the best methods.

1. Practice boarding, piloting, serving travelers,
and deplaning. Fine-tune an operating system
that all can agree upon.
2. Figure out staffing and assign roles for the
opening. Work out time frames. Create sign-ups.
How many ticketing agents will work a shift?
TSAs? Baggage handlers?
How will pilots and co-pilots take turns?
Flight attendants?
How many passengers can fly at a time?
(Engineering/Math)
3. Establish destinations, flight times, and durations
(in minutes). Create a Departures chart.
4. Check weather conditions for the destination or
destinations for the day.
(Science/Technology/Math)
Teacher Support
1. Assist students in constructing a Departures chart. Find each location on a map or a globe.
2. Provide opportunities for research and discussion. Allow time and support for experimentation.
Allow an extended period of time for the grand
Departures
opening of the airport.
3. Help students create a Stand-by list for those children
who were not able to make it on the flight they wish.
Explain that if they put their name on this list, it
means that they will take turns in the order in which
their names appear on the list.
4. Film flights and operations for later viewing. Take
and post pictures.
25
Monday
Tuesday
New York City
Washington, D.C. 9:00
Wednesday Los Angeles

Thursday Green Bay
Friday
10:00
Honolulu
12:00
4:00
7:00
Airport
The Airport (cont.)

Phase 5: Improve the Airport
1. Discuss what is working well in the airport. Are the flights running smoothly?
2. Analyze what needs fine-tuning.
3. Consider making an air traffic control tower or an airport restaurant. What about night flights?
Could flashlights and glow sticks be incorporated?

1. Problem-solve to find better solutions to any difficulties mentioned in the brainstorming sessions.
Does the layout of the airport and other airplane areas work? If not, how could it be rearranged?
Do the passengers get good service? If not, what would improve the situation?
(Engineering/Math)
2. Collaborate and implement suggestions
for improvement.
3. Enjoy the center. Continue collaborating
and improving it.
Teacher Support
1. Consider taking pictures of students and
creating photo identification for children
to present when having their boarding pass
verified.
2. Assist with problem solving.
3. Create a graphic organizer to list the
responses to the student discussion.
Worked
Needs More Work
Solutions
Notes to Teachers: The airport project can continue for days or weeks, become a permanent fixture, or morph into something else entirely. Student interest will determine its continuing value.
26
Exploring Addition and Subtraction
Caterpillar Humps
Introducing the Activity
Caterpillars come in many different sizes. Some are long and some are short. We are going
to discover all the different ways to construct these caterpillars using up to 20 red and green
body parts to attach to a head and a tail. We can record our discoveries using the symbol
cards. We will then copy these into our workbooks.
Skills
Demonstrate addition and subtraction facts to 20 with objects (A2, S2).
Create and solve story problems (A3, S3).
Record addition and subtraction activities using symbol/digit cards (A5, S5).
Record addition and subtraction activities using written number sentences (A6, S6).
Estimate answers to addition and subtraction problems (A7, S7).
How to Make the Activity

Copy, laminate, and cut out the four activity cards (pages 35 and 36).
Copy the caterpillar heads/tails (page 37). Color and laminate.
Cut out as individual pieces.
Make 10 copies of the caterpillar humps (page 38). Color half red
and half green (or copy onto red and green paper). Laminate and
cut out as individual humps. Each student in the group needs up to
20 humps, a caterpillar head, and a tail.
Place the equipment into a storage container. Label clearly.
Extra Materials Required

two sets of digits 09 for each student
+, , = symbol cards
09/1019 spinners
Space on the floor or a table (for constructing
long caterpillars)
Workbooks, pencils for recording
Variations
Some students may only want to explore numbers 010.
This activity can be adapted for written number fact practice to 10 or 20.
#3526 Math in Action
34
Caterpillar Humps
Exploring Addition and Subtraction
What a Lot of Humps
Take turns to spin the 09 spinner.

Take that many red humps.
Take turns to spin the 09
spinner again.
Take that many green humps.
How many humps altogether on your caterpillar?
Record using your small cards.
Who has the most humps?
Secret Humps
Secretly make a red and green
caterpillar.
Show it to your partner then hide it.
Ask your partner to guess the number
combination.
Check and record with cards.
Exchange roles.
35
#3526 Math in Action
Making and Flying Paper Airplanes

Paper airplanes are acted upon by the same four forces which act upon a jumbo jet:

1. Your arm and wrist provide the thrust.

2. Air resistance exerts drag on the paper plane.
3. The upward curve of the folds provide lift.
4. The weight of the paper exerts the downward pull of gravity.
Flying Hints
1. Launch each of the planes with a flick of the wrist. Dont overthrow.
2. Aim high rather than straight. You get better distance and movement.
3. Hold the plane between your thumb and middle finger. Place your index finger at the rear of the
fuselage (body) of the plane. You get better control and distance with this grip.
4. Try bending the rudders in the opposite direction.
5. Try different thicknesses of paper for the same design.
6. Experiment with the number and location of the paper clips.
7. Try large or small paper clips.
Remember: The weight of the plane (including the paper clips) needs to be in or near the nose of
the plane.
The Scooter
Study the designs illustrated on these pages. Fold each one in the described sequence.
1. Fold the paper 4 inches (10 cm) down from the top and then fold it in half down the middle.
2. Bring each corner down to the center and fold the triangle along the center line.
3. Fold the triangular tip of the plane down 2 inches (5 cm). It will be even with the base of the
triangle. Fold the plane along the center line again.
4. Measure 1 inch (2.54 cm) from the center fold in each direction and fold along these lines to
create the fuselage (body).
5. Measure one-half inch (1.3 cm) from each edge of the paper and fold both edges up to create the
rudders.
6. Place one small paper clip on each side of the nose.
2''
#3210Spotlight on America
30
2''
Making and Flying Paper Airplanes (cont.)

Study the designs illustrated on these pages. Fold each one in the described sequence.
The Smooth Glider
1. Fold the paper 3 12 inches (9 cm) down from the top and then fold it in half down the middle.
2. Bring each corner down to the center and fold the triangle along the center line.
3. Fold the length of each side in half with the fold facing up.
4. Place one large paper clip on the center fold near the nose.
The Long Flyer
1. Fold the paper 4 inches (10 cm) down from the top and fold it in half down the middle and open
the last fold.
2. Fold each corner into a right triangle with the right angle about 2 inches (5 cm) from the center
fold.
3. Fold the triangular tip of the plane down 2 inches (5 cm). You are folding the first fold in half.
4. Fold the plane along the center line again.
5. Measure 1 inch (2.54 cm) from the center fold in each direction and fold along these lines to
create the fuselage.
6. Measure 1 inch (2.54 cm) from each edge of the paper and fold both edges up to create the
rudders.
7. Place one small paper clip on each side of the nose.
Become Your Own Aircraft Designer
Try your own versions of these planes or create your own plane.

Smooth Glider
Long Flyer
31
#3210Spotlight on America

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Grades K8

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July Events E-Book Sampler

August 10, 1846- Smithsonian Institute Was Founded

Section 2: Chapters 3 and 4

From the Mixed-up Files of Mrs. Basil E. Frankweiler

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Online Museum Tour

Give students time to browse the sites.

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#3804 The Best of Internet Activities

Online Museum Tour

Art Museum Tourist Log

Now go to the web and see what you can find!

#3804 The Best of Internet Activities

Teacher Created Resources, Inc.

Online Museum Tour

Art Museum Tourist Log (cont.)

Teacher Created Resources, Inc.

#3804 The Best of Internet Activities

the Smithsonian Institution was founded and

The Smithsonian Institution is the largest

James Smithson has a mineral named after

In 1984, over 118,437 people visited the

Whats that in your pocket? $200,000! Theres

In charity there is no excess.

In For a Penny, in For a Pound

England used to use pounds,

Answers: 1. 2,000,000 shillings; 2. 240,000,000 pennies; 3. 500 guineas;

1. How many shillings did James Smithson donate?

These are new words to practice.

Before or after reading the story, write one sentence

Teacher Created Resources, Inc.

#8025 Nonfiction Reading: Social Studies Gr. 4

A palindrome is a word or a phrase. A palindrome can be read front to back. It

Teacher Created Resources, Inc.

a a man and land

c a man who became president

b a man who built a canal

d a man with a plan and a

4. Think about how the word Panama

2. The Panama Canal cuts across

b the Atlantic and Indian oceans

d the Pacific and South American

b teddy bear : toy

d national forest : safe

a the Pacific and Indian oceans

5. Which word is not a palindrome?

c the Atlantic and Pacific oceans

3. When something is protected and

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#8025 Nonfiction Reading: Social Studies Gr.4

Why They Had Wands

Reading with Ones

Jack and the Two-Headed

A Game that Used Peach

On Top of the World

A Race for the Strong

Escape in the Open

The Painter and His Horse