Hostetlerkellycharactereducationpapersubmission

Hostetler and Kelley 1
CHARACTER EDUCATION
Character Education
Laura C. Hostetler and Ava C. Kelley
Liberty University
Abstract
In this paper we will discuss eight character principles that will help our students
to succeed in life. Each section begins by defining the character trait followed by
scripture references that could be used in a Christian school setting. After each
character trait, we will discuss each of the four curricula areas, which include Language
Arts, Math, Social Science, and Science, with a discussion of how each character trait
will be emphasized. We will use Children’s Literature along with other activity resources
to create interesting and meaningful activities, which will also correlate with the Virginia
Standards of Learning.
Character Education
In this paper we will address the eight character traits chosen by the school,
which are courage, reliability, self-esteem, cooperation, self-control, respect, integrity,
and citizenship. In this activity we will use children’s literature along with other lesson
activities which will help to instill this character trait in our fourth graders. First we will
describe each character trait and the qualities that exist within the trait at hand. As a
school we feel that it is important to show our students that character is just as essential
in life as skill and knowledge. “Ability may get you to the top, but it takes character to
keep you there”(notes). Our goal is to integrate these character principles throughout
the four curricula areas of Language Arts, Math, Social Science, and Social Science.
We will look for these character traits in our student through the activities presented in
the remainder of this paper.
Courage
Courage is the willingness to face obstacles, including danger, with
determination. This character pricncipal could also be used in a Christian or
private school based on the following scripture. “Be strong and of good courage;
be not afraid, neither be dismayed: for the Lord your God is with you wherever
you go.” (Joshua 1:9)“ The Lord is my light and my salvation; whom shall I fear?
The lord is the strength of my life; of whom shall I be afraid?” ( Psalm 27:1)
Summary of Literature
The Tortoise and the Hare is a story that involves courage. In this story, a very
confident rabbit boasts about being the fastest animal in the land. He is so
confident that he challenges any one of his friends to a race. To his surprise, an
old tortoise accepts his challenge. Many of the other animals including the rabbit
mock the tortoise for thinking that he could possibly beat the rabbit in a foot race.
The Tortoise must have courage in order to carry through with the race although
the odds are not in his favor. However, the rabbit’s confidence gets the best of
him. During the race the rabbit is so confident that he will win, he decides to take
a nap. The rabbit wakes up just in time to see the tortoise crossing the finish
line.
Language Arts
The teacher will write courage on the board and ask the students what they think
it means to have courage. The class will combine their answers so that it fits with
the general definition of courage given above. The teacher will introduce the
story The Tortoise and the Hare” and explain that it is a story about courage.
Before reading the story to the class, the teacher will introduce the two new class
pets. The teacher will present a rabbit and a turtle. The teacher will read the
story to the class and afterward, the class will select names for the two new pets.
The teacher will begin the lesson by asking students what a diary or journal is.
The teacher will point out that either can be used to describe events in their lives. Next
the teacher will show the class samples of what other fourth graders have written about
their daily activities. The teacher will ask students to imagine that they are going to
write a blog entry for yesterday's class. What would they include? The teacher will
write appropriate ideas on a blackboard, whiteboard, or teacher computer (with a
projector or TV monitor attached). The students will be told that what they have written
could be written as a blog entry, except they are not going to write their own classroom
blog. The teacher will explain that their blog is going to be written by one of the new
classroom pets. The teacher will ask the students to look back at the ideas on the
board and imagine how that pet would have written the entry. As the students write, the
teacher will monitor writing to make sure students understand.
Students will cooperate with one another while deciding on a name for the
new classroom pets. Once the students have finished their writing, volunteers
will be selected to share their entries with the class. For some students, this will
take courage.
http://www.educationworld.com/a_tech/techlp/techlp055.shtml
***V.A. Sol-English 4.2 The student will make and listen to oral presentations and
reports.
a) Use subject-related information and vocabulary.
Math
The teacher will begin her lesson by showing her students a drawing of a duck
and a drawing of a rabbit. The two images are actually identical and the duck is a
rotation image of the rabbit. The teacher will show her students why this is called a
rotation image (turn). On the overhead, the teacher places a piece of tracing paper over
the rabbit and pins it at point P. The teacher will trace the rabbit and then turn the paper
about the pin until the rabbit coincides with the duck. This will illustrate why the duck is
a rotation image of the rabbit. The teacher will then explain that in Geometry, rotations
are one of three types of transformations. The teacher will explain that there are also
reflections (flips), and translations (slides). The teacher will demonstrate each of these
transformations.
The teacher will then separate the students into pairs. Each pair of students will
be given one geoboard and three rubber bands. The students will construct a reflecting
line on their geoboards by connecting the pegs in the middle row with a geo-band. The
teacher will construct a figure on the top half of her geoboard for the entire class to see.
The students must then work together to construct the reflection of the figure on their
boards. The first team to complete the figure wins. The teacher will ask each winning
pair to demonstrate the right answer for the class. Some students will need to have
courage to perform in front of their peers.
***VA. Sol- Math 4.174.17 The student will
c) investigate congruence of plane figures after geometric transformations
such as reflection (flip), translation (slide) and rotation (turn), using
mirrors, paper folding, and tracing.
Social Science
The teacher will begin the lesson by reminding the students of the
definition of courage. Courage is the willingness to face obstacles, including
determination, with determination. The teacher will then ask the students to
share with the class, someone they know who has been courageous and why.
After the class has shared their stories, the teacher will inform the students that
today, they will be learning about the courageous people who helped to first
establish our country. The teacher will then discuss the importance of the
Virginia Assembly of 1619 and how it took courage for these men to represent
the country.
Students will be separated into groups of three or four. Each group will be given
the name of a member of the first Virginia Assembly. Each group will take turns at the
computer and searching library books to find out at least 10 facts about each of these
men. Afterwards, the students will write short paragraphs about these men.
***V.A. Sol-Social Science VS.3 The student will demonstrate knowledge of the first
permanent English settlement in America by
a) identifying the importance of the Virginia Assembly(1619) as the first
representative legislative body in English America;
Science
In this lesson, the teacher will begin by explaining that they will be studying the
ecosystem. Many times scientists often use a smaller model of the world to study in a
laboratory. The teacher will inform the students that they will make a mini-ecosystem in
their classroom to gain an understanding of life in nature. Before beginning the project,
the teacher will post the following questions on the board so that the students will be
able to think through them throughout the project.
• How did the ecosystem change over time? Why did these changes occur?
• How do the living and non-living things interact?
• How are the terrariums prepared by each group similar? How are they different?
The students will place a layer of gravel 3 cm deep in the tank and Sprinkle
activated charcoal on the gravel. Next the students will mix 3 parts of potting soil to 1
part sand. Spread the mixture about 7 cm deep over the gravel. Sprinkle the grass seed
over the soil and water it so that the soil remains moist. When the grass grows, students
will add some insects and a chameleon. The students will lace their ecosystems in the
sun and water every few days. The students will record observations each day.
Afterward, the students will make labeled drawings of the terrarium to hang in the hall.
***V.A. Sol-Science4.5 4.5 The student will investigate and understand how plants and
animals in an ecosystem interact with one another and the nonliving environment
Reliability
Reliability is ‘the consistent dependability of judgment, character or performance
that encourages confidence, belief or trust’ (notes). According to Core Collection for
Small Libraries, by Janice A. DeLong and Rachel E. Schwedt, Yonie Wondernose, by
Marguerite De Angeli, is a book that exhibits the character trait of dependability (78).
Dependability is included in the definition given of reliability. There are many Scriptures
that could help this trait to be taught in the Christian School setting. One of the verses
is Ecclesiastes 9:10a-“Whatsoever your hand finds to do, do it with your might”.
Summary of Literature:
Yonie is a seven year old Pennsylvania Dutch boy. He lives with Mom, Pop,
three sisters, and his grandmother. Yonie is called a ‘Wondernose’ because he
‘wonders’ from his tasks and sticks his nose into the things that distract him from his
work. Mom, Pop, and two of his sister go away for the night while Grandma, Yonie, and
the youngest of Yonie’s sisters stay home. Yonie has strict instructions from Pop to take
care of everyone and the farm. Yonie is told what to do if there is a fire on the farm.
The night that Yonie was man of the house, his reliability was tested through a fire that
was caused by lighting from the storm. Does Yonie stay on task and save all of the
animals or does he be a ‘Wondernose’?
Language Arts
The teacher will read Yonie Wondernose by Marguerite De Angeli to the class.
After reading the story there will be a discussion about the events in the book. During
the discussion, the students will be asked if they can think of something that could help
Yonie to not be such a ‘Wondernose.’
After the students participate in the discussion of ways to help Yonie not to be a
‘Wondernose,’ they will write letters to Yonie. In the letters the students will concentrate
on tips for Yonie to get away from being a ‘Wondernose.’ While writing the letter, the
student will have to use correct grammar, capitalization, spelling, punctuation, and
sentence structure.
***SOL: English 4.8: The student will edit writing for correct grammar, capitalization,
spelling, punctuation, and sentence structure.
Math
The teacher will gather supplies: pail/bucket, sand, cup measuring cup that also
measures ounces, and something measuring one gallon. As soon as the students are
ready to record data, the teacher will measure sand cup by cup into the pail as the
students keep track of the number of cups that are placed in the pail. This process will
be repeated using gallons.
While the teacher is measure the sand out cup by cup/gallon by gallon the
students will keep a running record so that the information can be used later in class.
We will count up the records that the students have written. We will look on the
measuring cup and see how many ounces are in one cup. Then the students will figure
out how many ounces are in the pail by multiplying the number of cups in the pail by the
number of ounces that are in one cup.
***SOL: 4.12 The student will
a) estimate and measure liquid volume, using actual measuring devices and
using metric and U.S. Customary units, including cups, pints, quarts,
gallons, milliliters, and liters;
b) identify equivalent measurements between units within the U.S.
Customary system (cups, pints, quarts, and gallons) and between units
within the metric system (milliliters and liters); and
c) estimate the conversion of quarts and liters, using approximate
comparisons (1 quart is a little less than 1 liter, 1 liter is a little more than 1
quart).
Science
Before class time, the teacher will gather information on the different parts of fire
and make a diagram of a flame with the parts labeled for the students to view. The
teacher will explain the different parts of the flame. Then the students will be asked
what they know about fire (how can a fire start, be stopped, and what should they do
during a fire). In this part of the lesson fire safety will be discussed.
The students will be expected to actively participate in the discussion. After the
discussion, they will be in groups of two or three (depending on the number of students)
and will make posters with fire safety tips.
***SOL: 4.1 The student will plan and conduct investigations in which
a) distinctions are made among observations, conclusions, inferences, and
predictions;
b) hypotheses are formulated based on cause-and-effect relationships
Social Science
Before class, the teacher will gather maps of Virginia and Pennsylvania. Two
similar counties (Lancaster, PA and a Virginia county) will be marked on each map. The
teacher will also find two groups of people that originated from Lancaster, PA and the
county in Virginia. During class the teacher will go over both places and groups of
people with the students enough to ensure that the students have somewhat of an
understanding of both.
The students, in groups of two, will compare the two counties and groups of
people on a chart. The students will also have to find both places on the maps given
without any help from the teacher. After this work is completed the groups will present
on point from each side of their chart to the class.
***SOL: VS.1 The student will develop skills for historical and geographical analysis
including the ability to
a) identify and interpret artifacts and primary and secondary source documents
to understand events in history;
Self-esteem
Self-esteem is belief in one’s self and ones potential for successful participation
in our society. In order to help children have empathy for others self-esteem,
teachers can have students participate in the “How Would You Feel If..” activity
found in the Don’t Laugh at Me Character education booklet. One must be

moderate with tolerance for others.“ I can do all things through Christ which
strengthens me.” (Philippians 4:3)
Literature Summary
The Ugly Duckling is a book about self-esteem. In this book, the ugly duckling is
made fun of his entire life because he doesn’t look or act like the other ducks.
Eventually, the other ducks don’t want to be around him because they think that
he is so ugly. He wishes that he were pretty like the other ducks. No matter
where the ugly duckling went, he never seemed to fit in. Finally, after a cold hard
winger the ugly duckling finds his place among the swans.
Language Arts
The teacher will begin the lesson by reading “The Ugly Duckling” to the class.
The teacher will inform her students to quietly raise their hand if there is a word that
they aren’t familiar with. The teacher will place a check mark beside each word that the
students don’t understand. Afterward, the teacher will make a vocabulary list of the
works from the story that the students did not understand. The teacher will guide the
students in looking up the words in their dictionaries. The teacher will write the
definitions on the board. Using the Smart Board, the teacher will go to
http://www.puzzlemaker.com/ to create a short crossword puzzle composed of words
from the class vocabulary list. The class will then work through the puzzle together.
The students will be arranged into groups of 4-5, and each group will be
assigned a different set of four vocabulary words. The students will follow the steps to
create their own puzzles. This activity can be completed in a computer lab or a single-
computer classroom, either individually, in groups, or as a whole class activity.

***V.A. Sol-Reading 4.3 4.3 The student will read fiction and nonfiction with
fluency and accuracy.
a) Use word-reference materials, including the glossary, dictionary, and
thesaurus.
Math
Before the lesson, the teacher will create 24 problems of adding and subtracting
fractions for the students to solve. The teacher will write each problem on a card large
enough for the students to see and copy. The teacher will provide each student with a
fraction “BINGO” card. On the board, the teacher will write the solutions to the 24
problems involving fractions. The teacher will have the students randomly copy each
solution into one of the squares on their BINGO cards. The teacher will emphasize that
each solution should be copied carefully. If students copy a solution incorrectly, they will
not be able to find that number on their cards. One at a time the teacher will display the
fraction “flash cards”
When students have solved the problem, they must find the solution on their
BINGO card and put an X through it. Continue showing flash cards until one student has
five Xs in a row. The first student to have five Xs calls out "BINGO!" and is the winner of
the game. Students will have positive self esteem when they are recognized among
their peers as winners of the game.
***V.A. Sol-Math 4.9 The student will
a) add and subtract with fractions having like and unlike denominators of 12
or less, using concrete materials, pictorial representations, and paper and
pencil;
http://www.educationworld.com/a_lesson/04/lp338-04.shtml
Social Science
The teacher will begin the lesson by writing the word segregation on the board.
The teacher will ask the students if they are familiar with this word and what it means.
The teacher will write the students definitions on the board. As a class, they will look
the term up in the dictionary. The teacher will ask the students weather or not they
would want to be segregated against and why. Afterwards, the teacher will read “The
Torn Heart” (DLAM) to the class. The teacher will ask the students the following
questions. How do you think Pedro (the protagonist) is feeling right now? Why is he
feeling that way? What might be the effect on him of being treated this way day after
day? After the students answer the questions, the teacher will explain to the students
that during the time of segregation in our country, many African American citizens were
treated very similar to the way Pedro was treated. The teacher will then introduce the
importance of “Jim Crow” in history.
Students will be placed into groups of three and four. Each group will look up
interesting facts about Jim Crow on the internet. Afterward, each student will write a
paragraph about the effect of Jim Crow on life in Virginia.
***V.A. S-l-Social Science VS.8 VS.8 The student will demonstrate knowledge of the
reconstruction of Virginia following the Civil War by identifying the effects of segregation
and “Jim Crow” on life in Virginia.
Science
The teacher will begin the lesson by explaining the terms variable, independent
variable, and manipulated variable. The teacher will explain that a variable is something
that can vary or change. The teacher will then make the statement “The time it takes to
rum a kilometer depends on the amount of daily exercise a person gets”. The teacher
will ask the students to identify the variables in the statement. The teacher will then
write the answers on the board. The teacher will explain that an independent variable is
one that is purposefully changed. The teacher will ask the students to identify the
independent variable in the following investigation. Lemon trees receiving the most
water produce the most lemons. The teacher will write these answers on the board.
The teacher will explain to the students that the variable which changes as a result of
the changing independent variable is called the dependent variable. The teacher will
give further examples.
Students will be given the following questions where they must identify the
independent variable and the dependant variable. 1. Five groups of rats are fed
identical diets for the amount of Vitamin A that they receive. Each group gets a different
amount. After three weeks on the diet, the rats are weighed to see if the amount of
Vitamin A received has affected their mass. 2. An experiment was done with six groups
of children to see if scores on their weekly spelling tests were affected by their number
of minutes of spelling practice they had each day. The students who get answers
correct will be the teachers’ helper in conducting an experiment in class. Knowing that
they are able to do this will help to boost the students’ self-esteem.
***V.A. Sol-Science 4.1 4.1 The student will plan and conduct investigations in which
variables that must be held constant in an experimental situation are defined
Cooperation
In the dictionary, cooperate is defined as ‘to work or act together toward a
common end or purpose.’ Therefore, cooperation can be defined as at least two
individuals working together to reach a common goal. A children’s book that shows
cooperation taking place is The Camping Caper by Barbara Davoll. One of the many
Scriptures available to help teach this trait in the Christian School setting is 1
Corinthians 3:9-“For we are laborers together with God”.
There are four mice that have overheard a group of church boys talking about
going on a camping trip. The four of them want to go along. While they are discussing
what they should bring along with them, the mean mole, Menace, pops up and says that
he is coming along. The four mice are not pleased that the mole has decided that he is
coming along for the trip. The mole is not seen again until the mice are roasting
marshmallows over the camp fire. The next day while the mice are canoeing, one of the
canoes flips over and knocks the two mice overboard and they catch the mole laughing.
Later on that day, they are canoeing near a waterfall and hear that they should stick to
the right side of the big rocks. While canoeing, Christopher, the church mouse, hears
someone screaming for help. Menace the mole is trapped at a log near the waterfall.
Will Christopher and his friend Freddie work together to rescue Menance?
Language Arts
The teacher will read The Camping Caper by Barbara Davoll. After the story, we
will discuss the events of the story and how Christopher and Freddie have to cooperate
with each other when they were saving Menace.

The student will participate in the discussion about the book. After the
discussion, they will construct a web of the events of the trip. The teacher will be
looking for at least three major events with at least two to three events streaming from
the major events.
***SOL: 4.4 The student will read and demonstrate comprehension of fiction.
Math
The teacher will construct canoe rulers (with units of inches) for each student.
The students will be introduced to the topic of measurement while using the canoe
rulers. The Teacher will find out a couple actual measurements of real canoes to be
mentioned at the beginning of the math lesson. The teacher will tell the students what
is expected of them with their canoe rulers.
The students will use their canoe rulers to measure various things around the
classroom (desk, whiteboard, window, door, floor tile, or book, etc.). They can work in
groups of no more than two unless there is an odd number of students in the class.
They will be expected to include the unit of measurement when recording the length or
width of the object.
***SOL: 4.11 The student will
a) estimate and measure length, using actual measuring devices, and describe
the results in both metric and U.S. Customary units, including part of an inch
(1/2, 1/4, and 1/8), inches, feet, yards, millimeters, centimeters, and meters.
Science
About one week before the lesson is to be taught, the teacher will find two pieces
of wood approximately the same size. One piece of the wood will be place in a
container of water, left to soak until the lesson is being taught. The other piece of wood
will remain dry.
The students will observe the different appearances of the two pieces of wood.
The students will also write a hypothesis concerning which wood (dry or wet) will break
easiest. Once everyone has written a hypothesis and the teacher has checked each
one, two volunteers will break the wood. Then the students will have to look at there
hypothesis and say whether they were correct or wrong. They will have to write a
paragraph based on the results of the experiment.
***SOL: 4.8 The student will investigate and understand important Virginia natural
resources. Key concepts include
a) watershed and water resources;
b) animals and plants;
Social Science
The teacher will prepare a large map of Virginia including the Atlantic Ocean,
Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River.
These points will be clearly marked on the map for all students to be able to spot.
Inform the students that since Christopher and the other mice went on a camping trip
and went canoeing, that we are going to learn about the major landforms in Virginia.
The students will volunteer to point out specific landforms that the teachers asks
for to be found on the map. After going over the class map, the students will be given
their own map. The map that the students receive will be blank and they will have to
label each landform that was discussed with the aid of a word bank.
***VS.2 The student will demonstrate knowledge of the geography and early
inhabitants of Virginia by
c) locating and identifying water features important to the early history of Virginia
(Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River,
and Rappahannock River);
Self-control
Self-control is restraint exercised over one’s own impulses, emotions or desires.
It is the ability to control one’s behavior and act in a reasonable manner.” He that
hath no rule over his own spirit is like a city that is broken down, and without
walls.” (Proverbs 25:28)
Literature Summary
In this story, Wee Gillis must decide whether he wants to become a lowlander
with his mothers’ family, or a highlander with his fathers’ family. The story is set
in Scotland. Lowlanders are people in Scotland who live in valleys and raise
long-haired cows. Highlanders are people who live in the mountains and hunt
deer. Wee Gillis decides to spend one year living with each side of his family.
While living with each of these families, Wee Gillis must discipline himself to get
up early every morning and work hard every day. The discipline that he learns
from these experiences helps him to be successful in playing the bagpipes which
is what he really desires to do.
Language Arts
The teacher will begin the lesson by asking the students to remember the
difference between major events and supporting details. The teacher will write these
terms on the board and list the qualities of each. The teacher will read the story Wee
Gillis to the class. Before reading the story to the class, the teacher will ask the
students to pay attention to the major events and possible supporting details. After
reading the story, the teacher will ask the students to remember the character trait of the
month. The teacher will ask the students to discuss how the main character practices
self-control in the story. The teacher will discuss the elements of the story with the
class.
Students will practice self-control as they sit quietly and pay attention to the story.
Students will also be required to silently raise their hands and wait to be called on.
Through the main character, Wee Gillis, students will learn what it means to have self
control.
***V.A. Sol –English 4.4 The student will read and demonstrate comprehension of
fiction.
d. Identify major events and supporting details
Math
The teacher will reinforce the concept of a fraction and the meaning of
equivalent fractions and illustrate operations with fractions using geometric
models. The teacher will remind the students that fractions are parts of a whole
and that two fractions are equivalent if they are the same size. The teacher will
demonstrate this with the following activity.

1. Using a sheet of paper that is 20 cm square, the teacher will fold the
square along the diagonal and cut along the fold to divide the square into two
congruent triangles and label one triangle A.
Question: Each triangle is what fraction of the original square?
Answer: One-half.
2. The teacher will fold triangle A in half and cut along the folded line. The
triangles will be labeled 1 and 2.
Question: Triangle 1 is what fractional par of
a. triangle A?
Answer: One-half
b. the original square?
Answer: One-fourth
The teacher will ask the students to explain or demonstrate their answers.
The students will be given their own pieces of construction paper to follow
along with the teacher. The students will practice self control by only folding and
cutting the paper where the teacher specifies. Students will be required to raise
their hands and wait patiently until they are called on to answer. Students will
also demonstrate self control by not playing with their paper. Once the students
give their answer, the teacher will ask them to demonstrate their answer using
the cut pieces of paper.
***V.A. Sol –Math 4.2 The student will
a) identify, model, and compare rational numbers (fractions and mixed
numbers), using concrete objects and pictures;

b) represent equivalent fractions; and
Social Science
The teacher will begin this lesson by reminding the students of what it means to
have self discipline. The teacher will then introduce the students to a very
important person in African American History who became very successful. The
teacher will introduce the students to Booker T. Washington. The teacher will
inform the students that Booker T. Washington was born in Virginia and helped to
establish Tuskegee University which became one of the leading African American
education institutes in America.
The class will take a field trip to Booker T. Washington’s home place in
Franklin County, VA. There the students will take notes on how his early
childhood was influenced by slavery. E.g. What were his daily chores? What
type of early education did he have? How might have poverty affected his
education? On this field trip, students will be expected to have self control.
Students are not to play with historical artifacts. Those who have good behavior
will be rewarded with a pizza party at the end of the week.
***V.A Sol-Social ScienceVS.4 -The student will demonstrate knowledge of life in
Virginia colony by explaining the importance of agriculture and its influence on the
institution of slavery;
Science
The teacher will begin the lesson by explaining that energy makes change; it
does things for us. The teacher will give examples of what energy does. It moves cars
along the road and boats over the water. It bakes a cake in the oven and keeps ice
frozen in the freezer. It plays our favorite songs on the radio and lights our homes.
Energy makes our bodies grow and allows our minds to think. The teacher will write
“energy” on the board and define it as the ability to do work. The teacher will explain
that people have learned how to change energy from one form to another so that we
can do work more easily and live more comfortably. The teacher will explain that there
are many forms of energy such as heat and light, but all forms of energy can be put into
two categories: kinetic and potential. The teacher will write the terms on the board
along with their definitions and examples. Kinetic energy is motion of waves, electrons,
atoms, molecules, substances, and objects. Potential energy is stored energy and the
energy of position––gravitational energy. The teacher will sum these definitions up by
stating that if an object is in motion, then it has kinetic energy. If an object is not moving
in any direction, then it has potential energy.
The teacher will have students volunteer to help illustrate these different forms of
energy in front of the class. For example, the teacher will have a student walk from one
side of the classroom to another. The teacher will ask the students weather that is an
example of kinetic energy or potential energy. The teacher will have another student
hold up a small brick in front of the class. While the student is holding the brick, the
class will identify that the brick has potential energy. The student will drop the brick.
The class will discover that while the brick was falling, it had kinetic energy. Students
will display self control by behaving appropriately in front of the class. Students who are
disruptive will be told to have a seat.

***V.A. Sol-Science 4.2The student will investigate and understand characteristics and
interaction of moving objects. Key concepts include moving objects have kinetic
energy.
http://www.compadre.org/precollege/index.cfm
Respect
In most cases today, if a person wishes to be respected, he or she must give
respect. In order to give respect, one must understand the meaning of respect. From
Education 410 notes respect for authority is defined as: “Acceptance of the need for and
privacy of authority in given circumstances. An acknowledgement that privileges and
rights in a democracy should be balanced by a sense of obligation to others. Socially
conscious conduct, though neither passive nor obsequious” (Goodwin notes). If this
character trait is going to be taught in a Christian School setting a verse that could be
used to demonstrate respect is Exodus 10:12a, which states “Honor thy father and thy
mother”. A statement that can be found to be very important can be found in Ron
Clark’s The Essential 55, “Rule 42: When we return from a trip, you will shake my hand
as well as the hands of every chaperone. You will thank us for taking the time to take
you on the trip, and you will let us know that you appreciate having the opportunity to
go. I am not concerned with being thanked; I am concerned with teaching you that it is
appropriate to show appreciation when someone has gone out o his or her way to help
you”(121). A piece of Children’s Literature that can be used to show this character trait
is The Bernstein Bears: Get the Gimmies by Stan and Jan Bernstein.
Brother and Sister Bear from the widely known series of ‘The Berenstain Bears’
get greedy in the story of “The Berenstain Bears: Get the Gimmies.” The bears start to
accumulate toys. One day while the family is in the grocery store, getting ready to
check out the bears see the candy display and ask for their favorite candy. Poppa Bear
gives into the bears while Momma Bear does not want the little bears to have the candy.
On their way out of the grocery store, the bears see the new ride outside the store and
beg to ride the ‘bucking frog.’ They started to throw temper tantrums. Finally Poppa
gave into the Bears once again while Momma did not want to let the bears to ride the
frog. Once again before the Bear Family make it to their vehicle, the little bears saw
‘rubber cats’ that they just had to have as their new toy. Poppa said no but after the little
bears throw a horrible temper tantrum, he once again gave into the bears and bought
them each a rubber cat with Momma not wanting them to have the cats. Poppa has
enough and sends the little bears to their room. He is then reminded by his parents of
how he was when he was growing up. The way that his parents solved his store
tantrums is that before going to the store they would pick out one thing that he would be
able to get at the store. Poppa thought that was a good idea and that it might work with
the little bears. Will the little bears get rid of the Gimmies? Or will they continue to
throw their temper tantrum at their next visit to the grocery store?
Language Arts
The teacher will read The Berenstain Bears: Get the Gimmies by Stan and Jan
Berenstain. After reading the book, the teacher and students will discuss the events of
the story. The teacher will ask if anyone has something special that their parents do for
them when they go to the store.

The students will respond and participate in discussion about the book and if
there is anything special that their parents do when they go to the store. After the
discussion, the students will write a letter to either Brother or Sister Bear with their idea
of helping the bears to get rid of the gimmies. In the letter, the students will use correct
grammar, capitalization, spelling, punctuation, and sentence structure.
***SOL:4.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, and sentence structure.
a) Use subject-verb agreement
Math
The teacher will gather small, inexpensive candies for the Math lesson. Each
student will be given the same amount of candies. On an overhead projector, the
teacher will model doing division with the candies. For example the problem is 22
divided by 2. There will be 22 candies. Then we will break the 22 into groups of two
until there are no more candies left. The students will then count the number of groups
of two that there are and will come up with the answer of 11.
After participating with the teacher on practice problems with the candies, the
students will then work on problems of their own. They may use their candies to come
up with their answers. They must record their answers on a worksheet that will be
handed in to be graded by the teacher.
***SOL:4.8 The student will estimate and find the quotient of two whole numbers,
given a one-digit divisor.
Science and Social Science Activities

The teacher and the school will plan a field trip to Natural Bridge and to the
Natural Bridge Zoo. The purpose of the field trip is for the students to be able to view
follow simple maps, see the different landforms in nature, see the bear exhibit, and find
out how long bears have been in Virginia along with what parts of Virginia the bears are
in today.
When the students get back to the classroom, they will have to make a map of
their own to include some of the skills that they learned while on the field trip. The
students will also have to write a paragraph on what they observed and learned about
the bears.
Science
***SOL:4.8 The student will investigate and understand important Virginia natural
b) animals and plants;
Social Science
***SOL:VS.1 The student will develop skills for historical and geographical analysis
including the ability to
i) analyze and interpret maps to explain relationships among landforms, water
features, climatic characteristics, and historical events
Integrity
Integrity is the quality of living honestly, truthfully and sincerely so that others
may always believe what one says and trust what one does; an unconditional
commitment to truth and honesty. This character principal could also be used in
a Christian school setting based on the following scripture.” Providing for honest
things, not only in the sight of the lord, but also in the sight of men.” (ll
Corinthians 8:21) “He that is faithful in that which is least is faithful also in much”
(Luke 16:10a)
Literature Summary
In this story, the main character is a sheperdboy who kept his flock at a
little distance from his village. Several times he thought that it would be a fun to
play a joke on the villagers and have fun at their expense. Several times the boy
cried “Wolf”. Each time the villagers left their homes and their work to help the
boy, only to find him laughing at them. When a wolf actually did break into the
flock, no one came to help him because they thought that he was just playing
another trick. The boy ran away and all of his flock was lost.
Language Arts
First, the teacher will introduce the meaning of the word integrity to the
students. The teacher will lead a discussion on what it means to have integrity.
The teacher will ask the students to list qualities that are similar to integrity (E.g.
truth, honor, loyalty etc.) The teacher will write these qualities on the board. The
teacher will remind the students that those qualities are synonymous with
integrity. The teacher will review the definition of synonyms-words that are
different but, have similar meanings. The teacher will ask volunteers to tell the
class about someone they know personally who has integrity and why they think
so. The teacher will read “The Boy Who Cried Wolf” to the classroom and
discuss why the boy did not have integrity. Answer: he was not honest.
Given an acrostic of the word “INTEGRITY”, the students will fill it out
using synonyms for integrity.
***V.A. Sol-Reading 4.34.3 The student will read fiction and nonfiction with
fluency and accuracy.
b) Use knowledge of word origins; synonyms, antonyms, and homonyms; and
multiple meanings of words.
Math
The teacher will introduce the concept of probability using intuitive ideas
about chance. The teacher will explain that we are constantly faced with
situations which we cannot predict the outcome in advanced. In these situations,
we discuss the chances that something will or will not happen. The teacher will
write the word chances on the board and ask the students to list chances of
events. (E.g. There is a chance that it might rain today). The teacher will
explain that if the chances of something happening are good, we might say that it
is certain, likely, or probable. The teacher will write these terms on the board
under the heading “Good Chance”. The teacher will explain that if the chances of
something happening are bad, we might say that it is poor, unlikely, or
impossible.
The students will then participate in guided practice. The teacher will
display a spinner that is divided into three equal sections. Each section will be
labeled with a color (red, white, or blue). Some spinners may be all of one color,
or they may have only two colors. The teacher will instruct the students to fill in
the blank so that the given conditions will be true. For example, the teacher will
hold up a spinner that has each section labeled red. The students will complete
the following sentence; The spinner is ____________ to stop on red. The correct
answer would be certain.
Each student will be given a spinner. Students will work in pairs, one
player spins spinner A, and the other spins spinner B. Both players spin their
spinner at the same time and the player who spins the greatest number is the
winner. Each team will play the game 20 times and record the winner of each
game in the table. Students will be responsible for being honest with their
recordings. The class will then discuss the fairness of the game and why it was
or was not so.
***VA. Sol-Math 4.194.19 The student will
a) predict the likelihood of outcomes of a simple event, using the terms
certain, likely, unlikely, impossible; and
b) determine the probability of a given simple event, using concrete
materials.
Social Science
The teacher will begin the lesson by asking "What is an 'indigenous people'?"
Chances are that few (or no) students will be familiar with this term. The teacher
will explain that although many different cultural groups might live in a particular
country -- such as African American, European American, Asian American in the
United States -- most are not "indigenous" or originally from the region.
Indigenous peoples belong to a group that is native to the country and did not
migrate from another country. With that definition in mind, the teacher will ask
students to identify the indigenous people in the United States. Students should
answer "Native Americans."
Next, the teacher will ask students to consider what happens when two cultures come
together -- such as occurred when European explorers, and later colonists, came to
North America. The teacher will explain that indigenous people often are in political,
socio-economic, and cultural jeopardy when other cultural groups gain control of their
land.
The teacher will tell students that they are going to learn more about the indigenous
people of Virginia by researching the United Nations' CyberSchoolBus Web site. Then,
they are going to write a poem containing key words describing the nature and plight of
indigenous people.
Each student will spend 20-30 minutes reading each of the five sections at the
site: Identify Locate, Explore, Appreciate, and Advocate. Students will write down any
basic facts they may find about the indigenous people from Virginia. Students will look
for adjectives or descriptive phrases that will help them understand how it would feel to
be part of an indigenous group. Once students have 10-12 ideas, they will go to
http://www.readwritethink.org/materials/diamante/ and complete each step to creating
their poem. Students will show integrity by only going to the assigned website.
***V.A. Sol- Social Science VS.2
Science
The teacher will first discuss the meanings of conductors and insulators
concerning electricity. The teacher will explain the conductors help to transfer the flow of
energy while insulators restrict the flow of energy. The teacher will lead the class in
constructing an electrical circuit. The students will connect the opposite ends of a
flashlight battery to a flashlight bulb using two wires.
Students will test various objects to see if they are good conductors of electricity
by first making a gap in the circuit between the bulb and one wire and inserting the
object to be tested in the gap. If the bulb lights, the object is a conductor. With a new
set of objects made of various materials (glass, rubber, plastic, wood, and different
kinds of metal) the students will predict which ones are good conductors.
***V.A Sol-Science4.3 The student will investigate and understand the characteristics of
electricity.
Citizenship
According to a dictionary, citizenship can be defined as ‘the status of a citizen
with its attendant duties, rights, and privileges.’ A Scripture that could help this trait to
be taught in a Christian School setting is Romans 13:1-“Let every soul be subject unto
the higher powers. For there is no power but of God: the powers that be are ordained of
God”. A great piece of children’s literature that exemplifies the trait of citizenship is It
Takes a Village by Jane Cowen-Fletcher.
A mother has two children. On the day that she has to go to market to sell
mangoes, her two children have to go with her to market but the oldest child, Yemi, will
have to look after her younger brother, Kokou. The children help their mother to set up
the mangoes neatly and then walk around the market. Yemi buys some peanuts but
when she turns to Kokou to see if he wants any, he is no where to be seen. She starts
to panic and tries to figure out where her bother has gone. She searches everywhere.
Will Yemi be able to find her brother? What is Kokou doing? What is the village doing
together?
Language Arts
The teacher will read the story It Takes a Village by Jane Cowen-Fletcher. After
the completion of the story the teacher and students will participate in a discussion
about the events of the story. The teacher will explain that the village works together to
raise a child. In an African community one of their duties as a citizen is to help raise
each others families.
The students will make a topic web of the events of the story at the market. The
students will be expected to have at least three events from the story along with what
happened during the particular events that they choose to include in the topic web.
***SOL: 4.4 The student will read and demonstrate comprehension of fiction.
Math
Before class the teacher will buy healthy snacks and label with prices in decimal
form. The teacher will also collect real money for the students to use in a super market
to buy healthy snacks. The teacher will model subtracting decimals and money and
have the students practice. Once the students have been able to practice some, the
healthy snack super market is open for business.
Before the students can go to the super market, each one must sign a note
saying that they will return all money at the end of the activity. The students will view
everything that is for sale in the supermarket. They then will decide what they wish to
purchase. If they are due any change, they will have to tell the teacher how much
money they should get back. They may use their paper and pencil to subtract the
money(decimals).
***SOL:4.9 The student will
b) add and subtract with decimals through thousandths, using concrete materials,
pictorial representations, and paper and pencil
Science
The teacher will plan a field trip to a local orchard. The group will go to
‘Skinnell’s Orchard in Bedford, Virginia. The teacher will ensure that the students
observe that different plants of fruit.
The students will observe the different plants of fruit. They will make note of the
different appearances and different ways to help the fruit grow per the owner of the
orchard. When the group returns to school, the students will write a paragraph on their
favorite fruit plant. In the paragraph, the students will include the different ways that the
plant can be taken care of to ensure healthy growth.
***SOL4.8 The student will investigate and understand important Virginia natural
d) watershed and water resources;
e) animals and plants;
Social Science
“Together with the children, develop or refine a police on teasing for your classroom as
part of your Ridicule-Free Zone Constitution. Encourage children to develop a

campaign around the policy so that the whole school considers adopting it” (Yarrow
62). This activity is from the book Don’t Laugh At Me: Teachers Guide Grades 2-5.
The teacher will find a copy of the United States Constitution and show to the
students. The students will be advised that they are now a part of a committee. The
committee that they are now a part of is going to write a Constitution. The Constitution
that the students will write together is going to be the class Constitution.
The students will actively participate on the committee. They will work together
to write an appropriate Constitution for the citizens of their classroom. They must agree
on what is decided about the Constitution. The teacher will be there to monitor the
discussion and to record ideas.
***SOL:VS.6 The student will demonstrate knowledge of the role of Virginia in the
establishment of the new American nation by
a) explaining why George Washington is called the “Father of our Country” and
James Madison is called the “Father of the Constitution”;
Our objective is that each student will make these character traits a part of whom
they are and who they will become in the future. Although students may not exhibit
these traits during the lessons previously described, it is our goal as teachers to make
sure that students display these traits at some point in the school year. The eight
character traits that the students are expect to display are courage, reliability, self-
esteem, cooperation, self-control, respect, integrity, and citizenship. Through our
lessons in the four curricula areas of Language Arts, Math, Social Science, and Science
students will understand that it is more important to live character education than to just
learn about character traits.

References
Anderson, Hans C. (1965). The Ugly Duckling. New York: Charles Scribner’s Sons.
Bennett, William J.(1995). The Children’s Book of Virtues. New York: Scholastic Inc.
Berentain, Stan and Jan (1988). The Berenstain Bears: Get The Gimmies. New York:
Random House.
Clark, Ron (2003). The Essential 55. New York: Hyperion.
Cowen-Fletcher, Jane (1994). It Takes a Village. New York: Scholastic.
Davoll, Barbara (1993). The Camping Caper. Wheaton, Illinois: Victor Books.
De Angeli, Marguerite (1944). Yonie Wondernose. Garden City, New York: DoubleDay.
DeLong, Janice A. and Schwedt, Rachel E. (1997). Core Collection for Small Libraries:
An Annotated Bibliography of Books for Children and Young Adults. London: The
Scarecrow Press.
Dolan, Dan, Williamson, J., & Muri, M, E (Eds.). (2004). Math Activities for Elementary
School Teachers: A problem Solving Approach. Boston, MA: Ibis Pearson Addison-
Wesley.
Fiel, Ronald, Rezba, R.J, Sprague, C,E.(Eds). (2003). Learning and Assessing Science
Process Skills. Dubuqe, IW: Ibis Kendall/Hunt Publishing Company
Leaf, Munro (1966). Wee Gillis. New York: The Viking Press.
Pirotta, Saviour. (2005). The tortoise and the hare., Aesop’s Fables (pp 56-63). Boston,
MA: KINGFISHER
Yarrow, Peter (2000). Don’t Laugh At Me: Teachers Guide: Grades 2-5. New York:
Operation Respect.

Hostetlerkellycharactereducationpapersubmission

Transféré par

Informations du document

Description originale:

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Hostetlerkellycharactereducationpapersubmission

Transféré par

Droits d'auteur :

Formats disponibles

Hostetler and Kelley 1

Laura C. Hostetler and Ava C. Kelley

which are courage, reliability, self-esteem, cooperation, self-control, respect, integrity,

the remainder of this paper.

Courage is the willingness to face obstacles, including danger, with

determination. This character pricncipal could also be used in a Christian or

write appropriate ideas on a blackboard, whiteboard, or teacher computer (with a

teacher will monitor writing to make sure students understand.

a) Use subject-related information and vocabulary.

courage to perform in front of their peers.

***VA. Sol- Math 4.174.17 The student will

c) investigate congruence of plane figures after geometric transformations

such as reflection (flip), translation (slide) and rotation (turn), using

mirrors, paper folding, and tracing.

definition of courage. Courage is the willingness to face obstacles, including

permanent English settlement in America by

a) identifying the importance of the Virginia Assembly(1619) as the first

representative legislative body in English America;

able to think through them throughout the project.

• How do the living and non-living things interact?

Reliability is ‘the consistent dependability of judgment, character or performance

Small Libraries, by Janice A. DeLong and Rachel E. Schwedt, Yonie Wondernose, by

is Ecclesiastes 9:10a-“Whatsoever your hand finds to do, do it with your might”.

three sisters, and his grandmother. Yonie is called a ‘Wondernose’ because he

animals or does he be a ‘Wondernose’?

Yonie to not be such a ‘Wondernose.’

spelling, punctuation, and sentence structure.

be repeated using gallons.

number of ounces that are in one cup.

***SOL: 4.12 The student will

gallons, milliliters, and liters;

b) identify equivalent measurements between units within the U.S.

within the metric system (milliliters and liters); and

c) estimate the conversion of quarts and liters, using approximate

and will make posters with fire safety tips.

a) distinctions are made among observations, conclusions, inferences, and

b) hypotheses are formulated based on cause-and-effect relationships

on point from each side of their chart to the class.

including the ability to

to understand events in history;

found in the Don’t Laugh at Me Character education booklet. One must be

strengthens me.” (Philippians 4:3)

http://www.puzzlemaker.com/ to create a short crossword puzzle composed of words

computer classroom, either individually, in groups, or as a whole class activity.

fluency and accuracy.

a) Use word-reference materials, including the glossary, dictionary, and

fraction “flash cards”

their peers as winners of the game.

***V.A. Sol-Math 4.9 The student will

or less, using concrete materials, pictorial representations, and paper and

importance of “Jim Crow” in history.

paragraph about the effect of Jim Crow on life in Virginia.

and “Jim Crow” on life in Virginia.

give further examples.

variables that must be held constant in an experimental situation are defined

In the dictionary, cooperate is defined as ‘to work or act together toward a

common end or purpose.’ Therefore, cooperation can be defined as at least two

Corinthians 3:9-“For we are laborers together with God”.

with each other when they were saving Menace.

the major events.

is expected of them with their canoe rulers.

width of the object.