Reducing Behavior Problems in the
Elementary School Classroom
Recommendation 3:
Teach and Reinforce New Skills to
Increase Appropriate Behavior and
Preserve a Positive Classroom Climate
We recommend that teachers actively teach students socially- and behaviorally-appropriate skills to replace problem behaviors using strategies focused on both individual students and the whole classroom. In doing so, teachers help students with behavior problems learn how, when, and where to use these new skills; increase the opportunities that the students have to exhibit appropriate behaviors; preserve a positive classroom climate; and manage consequences to reinforce students' display of positive "replacement" behaviors and adaptive skills.
Level of evidence: Strong
|
BRIEF SUMMARY OF EVIDENCE
TO SUPPORT THE RECOMMENDATION
Studies of classroom-based interventions for students with behavior problems have focused on enhancing skills, such as appropriate attention-seeking, social skills, problem-solving, and self-management strategies. One randomized controlled trial (54) and two single-subject research studies (55) have demonstrated that reductions in inappropriate behaviors, such as disruption and aggression, and increases in academic engagement are associated with skill-building instruction and reinforcement of positive behavior.
In addition, four randomized controlled trials (56) and one single-subject study (57) have demonstrated the effectiveness of specific classroom-based early interventions across dozens of schools and with hundreds of students (using the First Step to Success, Promoting Alternative THinking Strategies, and Second Step intervention programs). These programs are designed to reduce antisocial behaviors among elementary school students by modeling and teaching appropriate replacement skills and behaviors and rewarding students when those behaviors are exhibited. Results of the interventions demonstrated increases in students' adaptive and on-task behaviors and decreases in maladaptive behaviors, such as disruption and aggression.
One limitation to this body of research is that many studies have examined the collective effects of multiple components of comprehensive intervention packages, making it methodologically difficult to determine the effects of their specific components, such as parent involvement modules, teacher-delivered curriculum, and student skill-building modules.
Yet one consistent approach in these classroom-based studies is the use of positive reinforcement to encourage students' appropriate behaviors and academic engagement. As early as the 1960s, researchers demonstrated that positive reinforcement was associated with increased task engagement and reduced disruptive (or "dawdling") behavior of students in general education classrooms.(58) Since then, however, the use of rewards in education has been veiled in some controversy, primarily due to a perceived negative effect on student's intrinsic motivation.(59) The concerns are based on studies conducted since the 1970s, leading some researchers and educators to warn against the use of praise and extrinsic rewards in schools (for example, a concern that "token economies will produce token learners").(60)
To address these concerns, a number of researchers have examined the full body of empirical studies on positive reinforcement to determine overarching findings. The results from two meta-analyses concluded that little or no detrimental effect was found with the use of external reinforcers in educational settings; in fact, rewards following and linked to appropriate behavior were related to both initial and long-term academic engagement and social benefits.(61)
HOW TO CARRY OUT THE RECOMMENDATION
1. Identify where the student needs explicit instruction for appropriate behavior.
Behavior problems may indicate that students do not know what behavior is expected (see recommendation 2 for a discussion about setting explicit behavioral expectations) or that they lack the skills needed to exhibit the desired behavior. Teachers often assume that students can perform a particular behavior, but research shows that many children with behavior problems have poor social skills, especially the ability to read social situations and conform to group norms for appropriate behavior.(62) This inability to respond appropriately in social situations can lead to further disruptive and aggressive behaviors.
Before assuming that a student is knowingly misbehaving, a teacher should discern whether the student has the skills and the knowledge to behave appropriately. To assess whether a student has the requisite skills for proper behavior, we recommend that teachers observe carefully whether there are any circumstances where the student can perform the behavioral skill at a level of success commensurate with his peers, and whether the student knows when and where the behavior is appropriate.
Another efficient way to assess a student's ability to perform academic or social skills adequately is to employ a self-monitoring strategy. Self-monitoring is a process in which students assess and record their own behavior to help them become more aware of and able to maintain appropriate behavior.(63) Teachers can use a checklist of questions to guide students in the assessment of their social and academic behaviors (Did I get started on time? Am I following directions? Am I working quietly on my assignment? Did I ask for help the right way? Did I turn in my completed work?). With this information teachers can discuss with students when and where the appropriate behaviors are expected, whether they know how to perform the behaviors, and to what extent they are successfully meeting those expectations on a regular basis.
2. Teach skills by providing examples, practice, and feedback.
If students lack the skills to behave appropriately, teachers can help them acquire the skills by providing instruction and reinforcement of new, appropriate replacement behaviors. The replacement behaviors should be just as likely to produce the same consequences sought by the student, such as teacher or peer attention, but less effortful and more socially acceptable than the problem behavior.(64) For example, teachers can help students acquire new skills by teaching them how and when to:
- Gain attention from the teacher or their peers appropriately and respectfully.
- Share, communicate, cooperate, and problem solve in group settings.
- Self-manage their social behavior and completion of academic tasks.
- Develop emotional awareness, responsibility, and self regulation (for example, how to cool down in an anger-provoking situation, or how to tolerate delays in getting help).
Instructional strategies that can help students apply and maintain their new behavioral skills in different environments and settings are similar to effective academic instructional strategies, and include:
- Explaining the appropriate behavior so that students develop a thorough understanding of school norms.
- Breaking each behavioral skill down into concrete, teachable steps.
- Modeling the skill and providing a variety of examples of its appropriate use (for example, observing other students demonstrating the behavior or reading books with messages about the target behavior).
- Offering opportunities for guided and independent practice and role playing.
- Prompting and cuing the student about the use of the behavioral skill.
- Giving specific feedback about the student's skill performance, being sure to praise successful approximations of the skill and to encourage complete mastery.
- Diminishing gradually the external prompts and rewards for displaying the skill.
- Reinforcing the use of the behavioral skills over time.(65)
Consider this example:
A number of students erupted into misbehavior (arguing and pushing each other) when they vied for positions at the computer learning center, causing a class-wide disruption. The teacher reminded the students of positive behavioral expectations in the classroom, including the importance of turn taking, but as often happened in class, the students continued to be frustrated with waiting for their turns. After lunch the teacher decided to use the incident that occurred earlier that day to teach her students the appropriate skills needed to wait before doing something they desired. First, the teacher explained why turn-taking was important in the classroom, providing examples of when taking turns benefited students. Then, the teacher asked the group to think of other situations when they were asked to wait for their turn (for example, on the playground), what they did during the waiting period, and what they observed other students doing while they waited. She discussed with the students appropriate ways to ask for a turn, other options for using their time in the classroom, and how to respond to students taking their turn at the computer in a friendly and patient way. The students took turns role-playing, showing the different ways they could politely ask for a turn and use the time in productive ways. For the next month the teacher prompted the students when appropriate turn taking skills needed to be used, and recognized and responded positively when students displayed the appropriate behaviors inside and outside the classroom.
3. Manage consequences so that reinforcers are provided for appropriate behavior and withheld for inappropriate behavior.
Research has long demonstrated that a behavior will increase if it is followed by positive reinforcers, and it will decrease if it is followed by negative consequences or removal of rewarding consequences.(66) Optimally, we recommend that teachers apply this principle by redirecting inappropriate behaviors toward more appropriate behaviors. Unfortunately, it is easy to inadvertently reward inappropriate behavior by attending to it -- even a reprimand can be rewarding for students who act out to gain the teacher's attention.(67)
Provide positive reinforcers for appropriate behavior.
Many of the practices underlying the panel's recommendation are based on the principle that positive interactions between teachers and students increase students' social skills, emotional regulation, motivation, engagement, and abidance to classroom rules and expectations. Negative interactions between teachers and students, however, increase students' risk for school failure.(68) Teachers can foster positive relationships by engaging in socially positive and academically productive interactions with all students, especially those who exhibit problematic behavior.
One way to foster positive interactions is to increase the frequency with which students are recognized and reinforced for appropriate behavior. The amount of praise that students receive for appropriate behavior should substantially exceed the amount that they are reprimanded. In fact, a review of research shows that a ratio of about four positive statements for every one corrective statement can improve students' academic and behavioral outcomes.(69) Therefore, we recommend that teachers monitor the amount and consistency of their praise and acknowledgement of appropriate behavior in the classroom. If teachers' reprimands outweigh their praise, they should consider altering their classroom management practices, such as providing students with more opportunities to learn, practice, and internalize classroom rules and routines (see recommendation 2).(70)
Research shows that rewards (such as approval, praise, recognition, special privileges, points, or other reinforcers built into the classroom management plan) are most effective in encouraging students' appropriate behavior when teachers follow simple guidelines:
- Use small rewards frequently, rather than large rewards infrequently.
- Deliver rewards quickly after the desired behavior is exhibited.
- Reward behavior, not the individual, and communicate to students the specific behavior that led to the reward (for example, "Because you've been doing so well working independently for 15 minutes, you get to take a short break and take these books back to the library for me.").
- Use several different kinds of rewards selected carefully to ensure that they are reinforcing students (for example, allow students to go on errands or to the water fountain down the hall; provide 10 minutes for students to read a book for pleasure, work on the computer, or draw a picture for display).
- Gradually begin to reduce and then eliminate rewards.(71)
It may be necessary--at least initially, and especially with the youngest elementary school students -- to reinforce appropriate behaviors with some type of extrinsic reward, such as stickers, stamps on a chart, tokens in a jar, or extra time for preferred activities. Teachers also can provide rewards and privileges that support students' learning of academic, social, and self-monitoring skills, such as having additional free-reading or computer-center time, playing a game or video, or taking on classroom helper roles. Gradually, extrinsic rewards should be faded (72) or replaced with more intrinsic, naturally-occurring reinforcements that come from positive academic and behavioral experiences, such as feeling satisfaction and pride in the work produced, enjoying working in a team and gaining friendships, and having fun while learning.
Withhold reinforcers for inappropriate behavior.
Instead of drawing attention to misbehavior, we recommend that teachers try to make problem behaviors ineffective for the student by systematically withholding or preventing access to reinforcing consequences. For example, if the student's problem behavior is reinforced by avoiding a task, the teacher should not dismiss the student from the activity but rather make adjustments to the setting or curricular variables to help the student achieve success. Similarly, if a student's disruptive behavior is reinforced by attention, then attention from peers and the teacher -- even negative attention, such as reprimands -- should be withheld when the behavior occurs again.
This is not to say that negative consequences for serious misbehavior are never warranted. Teachers should respond swiftly to serious problem behaviors, such as defiance, with appropriate consequences that are clearly understood by the students involved. We recommend that teachers adopt an overall positive and problem-solving approach, however, because harsh or punitive discipline is not effective in increasing the likelihood of appropriate behavior and tends to elicit student resentment and resistance.(73) Teachers who can successfully prevent disengagement and de-escalate confrontations:
- Provide brief and specific instruction in a calm voice that redirects student focus without excessive use of other verbalizations.
Example: Rather than saying, "Carl, stop talking to Stella unless you are discussing today's assignment. Besides, you are only supposed to be talking if you've finished all your work," say, "Carl, complete your work, and then you are free to talk quietly with your neighbor." - Present the noncompliant student with positive options and give the student a reasonable amount of time to respond (at least 10 seconds).
Example: Suggest, "You can either get back to work with the group, or you can work independently at your desk. I'll give you some time to think about your choices." - Approach disengaged students promptly, fairly, and privately to prevent a power struggle and any negative impacts on student learning and the classroom environment.
Example: Offer, "If you need some time to yourself, you can sit quietly without disturbing other students. Let me know if you need some help completing the assignment or have questions." - Use the display of a problem behavior as a teachable moment, showing the student how to label the emotion, clarify behavioral expectations, and correct her mistake.
Example: Emphasize, "It is OK to be angry, but it is not OK to call people names. Let's talk about what we do when we are frustrated and need help with an assignment." - Match the severity of the consequences with the severity of the behavior violation.
Example: For minor infractions, verbal redirects or warnings should be sufficient. For the most serious offenses, teachers should align disciplinary actions with the school's or district's discipline plan.(74)
The following example illustrates a teacher's strategies to focus on the explicit instruction of new skills, the careful management of consequences, and the building of positive relationships with one of his students who exhibited behavioral challenges.
Hector received discipline referrals for disruptive and defiant behavior in the classroom and for his use of inappropriate language on the playground. The teacher observed Hector for several days and came to the conclusion that Hector's misbehaviors resulted from difficulty with social skills and self-control, and were maintained by adult and peer attention. He decided to help Hector build his social skills for gaining attention appropriately and to reinforce Hector for appropriate behavior in the classroom and on the playground. The teacher worked on building a closer teacher-student relationship with Hector, talking to him about things in which he showed an interest. At the same time, Hector's classmates were instructed to ignore his inappropriate language and to reinforce his polite and respectful behavior.
After a week or two Hector advanced to monitoring his own behavior by asking himself questions from a checklist he developed with the teacher. Each week the teacher met with Hector to review his progress and recognize his accomplishments with verbal praise and rewards, and he sent a positive note home about Hector's improvements inside and outside class.
POTENTIAL ROADBLOCKS AND SOLUTIONS
Roadblock 3.1
"Teaching appropriate behavior is beyond my responsibilities as a teacher."
Some teachers see their primary responsibility as teaching academics, and they are reluctant to dedicate time and effort to teaching students appropriate behavior such as social skills.
Suggested Approach
Appropriate behavior in the classroom is learned and adapted by students' experiences, just as appropriate behavior at home -- and across all settings for that matter -- is learned and influenced by cognitive, behavioral, and environmental factors.(75) Teachers play a critical role in helping students learn school-based social skills and behaviors. But rather than dedicating additional time solely to the teaching of social and behavioral skills, we recommend that teachers integrate behavioral and social skill-building into their curriculum. Teachers can review their lesson plans and instructional formats to identify when social skills are prerequisites for students to engage successfully in the curriculum. If a teacher is planning a science project in which students must work in small groups and share materials, for instance, the teacher may determine that students need a number of group social skills, such as how to listen, follow directions, ask questions, share materials, provide feedback, and be courteous. Before breaking into small groups, the teacher can communicate the skills to students in concrete terms, model the skills, provide practice time and feedback, and pair these skills with directions for the science activity. Seen as part of the curriculum, social skills can support student learning without adding to teachers' responsibilities.
Roadblock 3.2
"Too much praise and attention is harmful to students."
Some teachers fear that providing their students with extrinsic rewards will undermine students' motivation to learn and succeed without rewards.
Suggested Approach
Some researchers have cautioned that rewards that are expected, tangible, and not related to performance can erode students' engagement in learning by encouraging them to work solely to earn the reward.(76) Not all rewards have this effect, however. Research has demonstrated that positive reinforcement that is tied to student competence can increase the likelihood of appropriate classroom behavior and academic achievement without undermining students' intrinsic motivation.(77) When teachers use positive reinforcers such as praise, rewards, and privileges, and communicate a positive attitude to their students, they lay the foundation for students to try hard and reach new goals. Therefore, we recommend that teachers reward students with behavior-specific praise; use positive reinforcers to encourage student achievement, effort, and motivation; convey honest feedback to students about the quality of their work and effort; and gradually fade extrinsic rewards when students display mastery.(78) As teachers use these strategies and as students develop maturity, fewer extrinsic motivators will be needed. Many experienced teachers have found that as students become more internally motivated, their behavior issues diminish and their academic competence strengthens.
Footnotes
51. Conduct Problems Prevention Research Group (1999); Daunic et al. (2006); Frey et al. (2005); Grossman et al. (1997); Walker et al. (1998).
52. Beard and Sugai (2004); Peterson et al. (2006); Todd, Horner, and Sugai (1999).
53. For example, Akin-Little et al. (2004); Cameron, Banko, and Pierce (2001); Hall, Lund, and Jackson (1968); Hall et al. (1968).
54. Daunic et al. (2006).
55. Peterson et al. (2006); Todd et al. (1999).
56. Conduct Problems Prevention Research Group (1999); Frey et al. (2005); Grossman et al. (1997); Walker et al. (1998).
57. Beard and Sugai (2004).
58. For example, Hall, Lund, and Jackson (1968); Hall et al. (1968).
59. Intrinsic motivation refers to motivation that comes from inside an individual student (the enjoyment a student gets from the task itself or from the sense of satisfaction in completing or even working on a task), rather than from any external or outside rewards (tokens or grades).
60. For example, Deci (1971); Deci, Koestner, and Ryan (1999); Kohn (1993).
61. Akin-Little et al. (2004); Cameron et al. (2001).
62. Kerr and Nelson (1989); Merrell et al. (1992); Newman et al. (2003).
63. Mace, Belfiore, and Hutchinson (2001).
64. Lewis et al. (1997).
65. McGinnis and Goldstein (1997).
66. Skinner (1953).
67. Horner and Spaulding (in press); Maag (1999).
68. Greenberg et al. (2003); Hamre and Pianta (2005); Pianta et al. (2002); Solomon et al. (1992); Zins et al. (2004).
69. Cameron and Pierce (1994).
70. Evertson et al. (2006).
71. Akin-Little et al. (2004); Brophy (1981); Cameron and Pierce (1994).
72. Fading of rewards can entail moving from a continuous schedule of reinforcement to a more variable or differential schedule of reinforcement -- meaning that the reinforcement is provided less often or only during certain situations.
73. Learning First Alliance (2001); Sugai et al. (2001).
74. These examples are adapted from a number of resources that describe prevention and de-escalation strategies in the classroom: for example, Colvin (2004); Colvin, Ainge, and Nelson (1997); Colvin and Sugai (1989); Nelson (1996b); Walker (1995); Walker et al. (1995); Walker, Ramsey, and Gresham (2004).
75. Bandura (1977).
76. Akin-Little et al. (2004); Deci et al. (1999).
77. Akin-Little et al. (2004); Cameron et al. (2001); Morgan (1984); Reiss (2005); Schunk (1983)
78. Brophy (1981).
Source: U.S. Department of Education; last accessed on 07/06/2009 at
http://ies.ed.gov/ncee/wwc/pdf/practiceguides/behavior_pg_092308.pdf
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You've reached the end of another grading period, and what could be more daunting than the task of composing insightful, original, and unique comments about every child in your class? The following positive statements will help you tailor your comments to specific children and highlight their strengths.
You can also use our statements to indicate a need for improvement. Turn the words around a bit, and you will transform each into a goal for a child to work toward. Sam cooperates consistently with others becomes Sam needs to cooperate more consistently with others, and Sally uses vivid language in writing may instead read With practice, Sally will learn to use vivid language in her writing. Make Jan seeks new challenges into a request for parental support by changing it to read Please encourage Jan to seek new challenges.
Whether you are tweaking statements from this page or creating original ones, check out our Report Card Thesaurus [see bottom of the page] that contains a list of appropriate adjectives and adverbs. There you will find the right words to keep your comments fresh and accurate.
We have organized our 125 report card comments by category. Read the entire list or click one of the category links below to jump to that list.
AttitudeBehaviorCharacterCommunication SkillsGroup WorkInterests and TalentsParticipationSocial SkillsTime ManagementWork Habits
Attitude
The student:
is an enthusiastic learner who seems to enjoy school.
exhibits a positive outlook and attitude in the classroom.
appears well rested and ready for each day's activities.
shows enthusiasm for classroom activities.
shows initiative and looks for new ways to get involved.
uses instincts to deal with matters independently and in a positive way.
strives to reach their full potential.
is committed to doing their best.
seeks new challenges.
takes responsibility for their learning.
Behavior
The student:
cooperates consistently with the teacher and other students.
transitions easily between classroom activities without distraction.
is courteous and shows good manners in the classroom.
follows classroom rules.
conducts themselves with maturity.
responds appropriately when corrected.
remains focused on the activity at hand.
resists the urge to be distracted by other students.
is kind and helpful to everyone in the classroom.
sets an example of excellence in behavior and cooperation.
Character
The student:
shows respect for teachers and peers.
treats school property and the belongings of others with care and respect.
is honest and trustworthy in dealings with others.
displays good citizenship by assisting other students.
joins in school community projects.
is concerned about the feelings of peers.
faithfully performs classroom tasks.
can be depended on to do what they are asked to do.
seeks responsibilities and follows through.
is thoughtful in interactions with others.
is kind, respectful and helpful when interacting with his/her peers
is respectful of other students in our classroom and the school community
demonstrates responsibility daily by caring for the materials in our classroom carefully and thoughtfully
takes his/her classroom jobs seriously and demonstrates responsibility when completing them
is always honest and can be counted on to recount information when asked
is considerate when interacting with his/her teachers
demonstrates his/her manners on a daily basis and is always respectful
has incredible self-discipline and always gets his/her work done in a timely manner
can be counted on to be one of the first students to begin working on the task that is given
perseveres when faced with difficulty by asking questions and trying his/her best
does not give up when facing a task that is difficult and always does his/her best
is such a caring boy/girl and demonstrates concern for his/her peers
demonstrates his/her caring nature when helping his/her peers when they need the assistance
is a model citizen in our classroom
is demonstrates his/her citizenship in our classroom by helping to keep it clean and taking care of the materials in it
can always be counted on to cooperate with his/her peers
is able to cooperate and work well with any of the other students in the class
is exceptionally organized and takes care of his/her things
is always enthusiastic when completing his/her work
is agreeable and polite when working with others
is thoughtful and kind in his/her interactions with others
is creative when problem solving
is very hardworking and always completes all of his/her work
is patient and kind when working with his/her peers who need extra assistance
trustworthy and can always be counted on to step in and help where needed
Communication Skills
The student:
has a well-developed vocabulary.
chooses words with care.
expresses ideas clearly, both verbally and through writing.
has a vibrant imagination and excels in creative writing.
has found their voice through poetry writing.
uses vivid language in writing.
writes clearly and with purpose.
writes with depth and insight.
can make a logical and persuasive argument.
listens to the comments and ideas of others without interrupting.
Group Work
The student:
offers constructive suggestions to peers to enhance their work.
accepts the recommendations of peers and acts on them when appropriate.
is sensitive to the thoughts and opinions of others in the group.
takes on various roles in the work group as needed or assigned.
welcomes leadership roles in groups.
shows fairness in distributing group tasks.
plans and carries out group activities carefully.
works democratically with peers.
encourages other members of the group.
helps to keep the work group focused and on task.
Interests and Talents
The student:
has a well-developed sense of humor.
holds many varied interests.
has a keen interest that has been shared with the class.
displays and talks about personal items from home when they relate to topics of study.
provides background knowledge about topics of particular interest to them.
has an impressive understanding and depth of knowledge about their interests.
seeks additional information independently about classroom topics that pique interest.
reads extensively for enjoyment.
frequently discusses concepts about which they have read.
is a gifted performer.
is a talented artist.
has a flair for dramatic reading and acting.
enjoys sharing their musical talent with the class.
Participation
The student:
listens attentively to the responses of others.
follows directions.
takes an active role in discussions.
enhances group discussion through insightful comments.
shares personal experiences and opinions with peers.
responds to what has been read or discussed in class and as homework.
asks for clarification when needed.
regularly volunteers to assist in classroom activities.
remains an active learner throughout the school day.
Social Skills
The student:
makes friends quickly in the classroom.
is well-liked by classmates.
handles disagreements with peers appropriately.
treats other students with fairness and understanding.
is a valued member of the class.
has compassion for peers and others.
seems comfortable in new situations.
enjoys conversation with friends during free periods.
chooses to spend free time with friends.
Time Management
The student:
tackles classroom assignments, tasks, and group work in an organized manner.
uses class time wisely.
arrives on time for school (and/or class) every day.
is well-prepared for class each day.
works at an appropriate pace, neither too quickly or slowly.
completes assignments in the time allotted.
paces work on long-term assignments.
sets achievable goals with respect to time.
completes make-up work in a timely fashion.
Work Habits
The student:
is a conscientious, hard-working student.
works independently.
is a self-motivated student.
consistently completes homework assignments.
puts forth their best effort into homework assignments.
exceeds expectations with the quality of their work.
readily grasps new concepts and ideas.
generates neat and careful work.
checks work thoroughly before submitting it.
stays on task with little supervision.
displays self-discipline.
avoids careless errors through attention to detail.
uses free minutes of class time constructively.
creates impressive home projects.
Related: Needs Improvement Report Card Comments for even more comments!
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Recognize positive attitudes and achievements with personalized student award certificates!
Report Card Thesaurus
Looking for some great adverbs and adjectives to bring to life the comments that you put on report cards? Go beyond the stale and repetitive With this list, your notes will always be creative and unique.
Adjectives
attentive, capable, careful, cheerful, confident, cooperative, courteous, creative, dynamic, eager, energetic, generous, hard-working, helpful, honest, imaginative, independent, industrious, motivated, organized, outgoing, pleasant, polite, resourceful, sincere, unique
Adverbs
always, commonly, consistently, daily, frequently, monthly, never, occasionally, often, rarely, regularly, typically, usually, weekly
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Back to Geography Lesson Plan
Where Did Foods Originate?
(Foods of the New World and Old World)
Subjects
Arts & Humanities
--Language Arts
Educational Technology
Science
--Agriculture
Social Studies
--Economics
--Geography
--History
----U.S. History
----World History
--Regions/Cultures
Grade
K-2
3-5
6-8
9-12
Advanced
Brief Description
Students explore how New World explorers helped change the Old World's diet (and vice versa).
Objectives
Students will
learn about changes that occurred in the New World and Old World as a result of early exploration.
use library and Internet sources to research food origins. (Older students only.)
create a bulletin-board map illustrating the many foods that were shared as a result of exploration.
Keywords
Columbus, explorers, origin, food, timeline, plants, map, New World, Old World, colonies, colonial, crops, media literacy, products, consumer
Materials Needed:
library and/or Internet access (older students only)
outline map of the world (You might print the map on a transparency; then use an overhead projector to project and trace a large outline map of the world onto white paper on a bulletin board.)
magazines (optional)
Lesson Plan
The early explorers to the Americas were exposed to many things they had never seen before. Besides strange people and animals, they were exposed to many foods that were unknown in the Old World. In this lesson, you might post an outline map of the continents on a bulletin board. Have students use library and/or Internet resources (provided below) to research some of the edible items the first explorers saw for the first time in the New World. On the bulletin board, draw an arrow from the New World (the Americas) to the Old World (Europe, Asia, Africa) and post around it drawings or images (from magazines or clip art) of products discovered in the New World and taken back to the Old World.
Soon, the explorers would introduce plants/foods from the Old World to the Americas. You might draw a second arrow on the board -- from the Old World to the New World -- and post appropriate drawings or images around it.
Adapt the Lesson for Younger Students
Younger students will not have the ability to research foods that originated in the New and Old World. You might adapt the lesson by sharing some of the food items in the Food Lists section below. Have students collect or draw pictures of those items for the bulletin board display.
Resources
In addition to library resources, students might use the following Internet sites as they research the geographic origins of some foods:
Curry, Spice, and All Things Nice: Food Origins
The Food Timeline
Native Foods of the Americas
A Harvest Gathered: Food in the New World
We Are What We Eat Timeline (Note: This resource is an archived resource; the original page is no longer live and updated.)
Food Lists Our research uncovered the Old and New World foods below. Students might find many of those and add them to the bulletin board display. Notice that some items appear on both lists -- beans, for example. There are many varieties of beans, some with New World origins and others with their origins in the Old World. In our research, we found sources that indicate onions originated in the New and sources that indicate onions originated in the Old World. Students might create a special question mark symbol to post next to any item for which contradictory sources can be found
Note: The Food Timeline is a resource that documents many Old World products. This resource sets up a number of contradictions. For example:
Many sources note that tomatoes originated in the New World; The Food Timeline indicates that tomatoes were introduced to the New World in 1781.
The Food Timeline indicates that strawberries and raspberries were available in the 1st century in Europe; other sources identify them as New World commodities.
Foods That Originated in the New World: artichokes, avocados, beans (kidney and lima), black walnuts, blueberries, cacao (cocoa/chocolate), cashews, cassava, chestnuts, corn (maize), crab apples, cranberries, gourds, hickory nuts, onions, papayas, peanuts, pecans, peppers (bell peppers, chili peppers), pineapples, plums, potatoes, pumpkins, raspberries, squash, strawberries, sunflowers, sweet potatoes, tobacco, tomatoes, turkey, vanilla, wild cherries, wild rice.
Foods That Originated in the Old World: apples, bananas, beans (some varieties), beets, broccoli, carrots, cattle (beef), cauliflower, celery, cheese, cherries, chickens, chickpeas, cinnamon, coffee, cows, cucumbers, eggplant, garlic, ginger, grapes, honey (honey bees), lemons, lettuce, limes, mangos, oats, okra, olives, onions, oranges, pasta, peaches, pears, peas, pigs, radishes, rice, sheep, spinach, tea, watermelon, wheat, yams.
Extension Activities
Home-school connection. Have students and their parents search their food cupboards at home; ask each student to bring in two food items whose origin can be traced to a specific place (foreign if possible, domestic if not). Labels from those products will be sufficient, especially if the products are in breakable containers. Place those labels/items around a world map; use yarn to connect each label to the location of its origin on the map.
Media literacy. Because students will research many sources, have them list the sources for the information they find about each food item. Have them place an asterisk or checkmark next to the food item each time they find that item in a different source. If students find a food in multiple sources, they might consider it "verified"; those foods they find in only one source might require additional research to verify.
Assessment
Invite students to agree or disagree with the following statement:The early explorers were surprised by many of the foods they saw in the New World.
Have students write a paragraph in support of their opinion.
Lesson Plan Source
Education World
Submitted By
Gary Hopkins
National Standards
LANGUAGE ARTS: EnglishGRADES K - 12NL-ENG.K-12.2 Reading for UnderstandingNL-ENG.K-12.8 Developing Research SkillsNL-ENG.K-12.9 Multicultural UnderstandingNL-ENG.K-12.12 Applying Language Skills
SOCIAL SCIENCES: EconomicsGRADES K - 4NSS-EC.K-4.1 Productive ResourcesNSS-EC.K-4.6 Gain from TradeGRADES 5 - 8NSS-EC.5-8.1 Productive ResourcesNSS-EC.5-8.6 Gain from TradeGRADES 9 - 12NSS-EC.9-12.1 Productive ResourcesNSS-EC.9-12.6 Gain from Trade
SOCIAL SCIENCES: GeographyGRADES K - 12NSS-G.K-12.1 The World in Spatial TermsNSS-G.K-12.2 Places and Regions
SOCIAL SCIENCES: U.S. HistoryGRADES K - 4NSS-USH.K-4.1 Living and Working together in Families and Communities, Now and Long AgoNSS-USH.K-4.3 The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to Its Cultural, Economic, and Political HeritageNSS-USH.K-4.4 The History of Peoples of Many Cultures Around the WorldGRADES 5 - 12NSS-USH.5-12.1 Era 1: Three Worlds Meet (Beginnings to 1620)NSS-USH.5-12.2 Era 2: Colonization and Settlement (1585-1763)NSS-WH.5-12.6 Global Expansion and Encounter, 1450-1770
TECHNOLOGYGRADES K - 12NT.K-12.1 Basic Operations and ConceptsNT.K-12.5 Technology Research Tools
Find many more great geography lesson ideas and resources in Education World's Geography Center.
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Updated 10/11/12
Having a tough time finding the right words to come up with "areas for improvement" comments on your students' report cards? Check out our helpful suggestions to find just the right one!
The following statements will help you tailor your comments to specific children and highlight their areas for improvement.
Be sure to check out our 125 Report Card Comments for positive comments!
Needs Improvement- all topics
is a hard worker, but has difficulty staying on task.
has a difficult time staying on task and completing his/her work.
needs to be more respectful and courteous to his/her classmates.
needs to listen to directions fully so that he/she can learn to work more independently.
is not demonstrating responsibility and needs to be consistently reminded of how to perform daily classroom tasks.
works well alone, but needs to learn how to work better cooperatively with peers.
does not have a positive attitude about school and the work that needs to be completed.
struggles with completing his/her work in a timely manner.
gives up easily when something is difficult and needs extensive encouragement to attempt the task.
gets along with his/her classmates well, but is very disruptive during full group instruction.
has a difficult time using the materials in the classroom in a respectful and appropriate manner.
has a difficult time concentrating and gets distracted easily.
is having a difficult time with math. Going over _____ at home would help considerably.
is having a very difficult time understanding math concepts for his/her grade level. He/she would benefit from extra assistance.
could benefit from spending time reading with an adult every day.
is enthusiastic, but is not understanding ____. Additional work on these topics would be incredibly helpful.
is having difficulty concentrating during math lessons and is not learning the material that is being taught because of that.
understands math concepts when using manipulatives, but is having a difficult time learning to ____ without them.
is a very enthusiastic reader. He/she needs to continue to work on _____ to make him/her a better reader.
needs to practice reading at home every day to help make him/her a stronger reader.
needs to practice his/her sight words so that he/she knows them on sight and can spell them.
needs to work on his/her spelling. Practicing at home would be very beneficial.
can read words fluently, but has a difficult time with comprehension. Reading with ______ every day would be helpful.
could benefit from working on his/her handwriting. Slowing down and taking more time would help with this.
is having difficulty writing stories. Encouraging him/her to tell stories at home would help with this.
has a difficult time knowing when it is appropriate to share his/her thoughts. We are working on learning when it is a good time to share and when it is a good time to listen.
needs to work on his/her time management skills. _______is able to complete his/her work, but spends too much time on other tasks and rarely completes his/her work.
needs reminders about the daily classroom routine. Talking through the classroom routine at home would be helpful.
is having a difficult time remembering the difference between short and long vowel sounds. Practicing these at home would be very helpful.
is struggling with reading. He/she does not seem to enjoy it and does not want to do it. Choosing books that he/she like and reading them with him/her at home will help build a love of reading.
frequently turns in incomplete homework or does not hand in any homework. Encouraging _______to complete his/her homework would be very helpful.
does not take pride in his/her work. We are working to help him/her feel good about what he/she accomplishes.
does not actively participate in small group activities. Active participation would be beneficial.
has a difficult time remembering to go back and check his/her work. Because of this, there are often spelling and grammar mistakes in his/her work.
does not much effort into his/her writing. As a result, his/her work is often messy and incomplete.
is struggling to understand new concepts in science. Paying closer attention to the class discussions and the readings that we are doing would be beneficial.
is reading significantly below grade level. Intervention is required.
does not write a clear beginning, middle and end when writing a story. We are working to identify the parts of the stories that he/she is writing.
is struggling to use new reading strategies to help him/her read higher level books.
is wonderful at writing creative stories, but needs to work on writing nonfiction and using facts.
has a difficult time understanding how to solve word problems.
needs to slow down and go back and check his/her work to make sure that all answers are correct.
is not completing math work that is on grade level. Intervention is required.
is struggling to understand place value.
is very enthusiastic about math, but struggles to understand basic concepts.
has a difficult time remembering the value of different coins and how to count them. Practicing this at home would be helpful.
would benefit from practicing math facts at home.
is very engaged during whole group math instruction, but struggles to work independently.
is able to correctly answer word problems, but is unable to explain how he/she got the answer.
is having a difficult time comparing numbers.
Related: 125 Report Card Comments for positive comments!
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