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# ROCKY ROAD CURRICULUM GUIDE - page 3 / 5

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3. CLASS QUILT (Intrapersonal, Interpersonal, Logical/Mathematical and Visual/Spatial)

Create a quilt like Tess did for Winnie. Have each student design a quilt square on a piece of paper. Then have students measure the cloth and cut out their squares. Each square could reflect the hobbies of each student like Tess’s quilt reflected Winnie’s hobby, or have each square reflect a piece of your town’s history. Ask a crafty student or parent to piece the quilt together.

4. *GETTING TO KNOW SENIORS INTERVIEWS (Interpersonal and Verbal/Linguistic)

At first Tess is upset about living in a senior citizen complex, but then she gets to know the seniors as individuals, and they become her friends. Ask students to interview a senior citizen. Have them turn in their interview questions ahead of time, and record their interviews.

5. *HOMETOWN HEROES (Verbal/Linguistic)

Schenectady’s history is sprinkled throughout the novel Rocky Road. Research the history of your hometown. Write a newspaper article or a journal entry about someone who was an important historical figure in your town.

6. *ICE CREAM IN A BAG (Logical/Mathematical and Kinesthetic)

In order to turn cream into ice-cream, heat has to transfer from the cream to the ice. The transfer of heat occurs in one of three ways:

1)

Conduction occurs when heat flows between objects that are touching.

2)

Convection is when warm liquids or gases move to cooler areas.

3)

Radiation is energy moving as electromagnetic waves.

Ask students which method of heat transfer is used to make ice cream. Students will explain that conduction transfers heat from the cream to the ice until both objects are the same temperature. Ask students to record the individual temperatures of the materials in the large and small bags before placing the small bag inside the large bag. Then, have them make a hypothesis as to what will happen to the temperatures in each bag after the ice cream is made. Will each temperature rise or fall? Immediately after students make the ice-cream, ask them to take and record the temperatures inside each bag. It is helpful to have two thermometers for each group, that way you get an accurate reading for each bag. Have students make a conclusion about heat conduction.

Ice cream materials for one student:

1 tablespoon sugar (3 cups of sugar for a class of 25 students)

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