The Alpha Project Peer Nomination Simulation

ALPHA PROJECT PEER NOMINATION SIMULATION
Warm-up Activity—First Grade
The first exercise is intended to be used as a warm-up exercise to prepare students for Activity II. No
responses will be recorded with Activity I.
Directions:
1. It is important to create a relaxed and non-threatening atmosphere for this activity. Perhaps if the
class is accustomed to having informal discussions in a circle on the floor, this activity could be
done in that style.
2. Teacher begins Activity I and ends with a wrap-up discussion about the children's ideas, etc.
3. Before beginning Activity II the children should have a short in-class break.
4. Teacher introduces and begins Activity II.
5. Teacher-aide should record responses on given form.
Warm-up Activity I—First Grade
Directions:
The following activity is designed to be done with small or large groups with the teacher's home
room group. Ideally, it should be presented to the entire class so that the children will think in terms of
the entire group.
Be sure when introducing the activity to stress that the children "think" carefully about their answers;
you want their best responses.
Be sure to direct questions to children who do not raise their hands.
Sample Warm- up—Introduction:
ACTIVITY I
Let's Make-Believe
(Teacher) "We're going to do something that is fun. We're going to play a game called Make-
Believe" (Discuss what make-believe means.). "This is a 'thinking' game—so remember, before you give
me an answer, 'think carefully.'"
(Teacher) "Let's make-believe that one day for some unknown reason we were all locked up in
Room _____. Although we all tried to turn the door knob, the door would not open. So, we're going to
have to 'think' of a way we can get out of Room _____ .
Developed by Victoria Rarder and Wayne Fulton, Seattle Public Schools. Used with permission.

1. "Now, let's make-believe we are all the 'thinkers;' does anyone have any good ideas about how
we can get out of Room _____ "
(Teacher opens discussion to group. Make a mental note of any unusual but constructive
responses from the group.)
2. "Now, what would happen if we decided to pick three people in Room _____ to 'think' of a way
we could get out. Who do you feel are the best 'thinkers' in Room _____ who could 'think' of a
good and safe way to get out of the room"
a.
b.
c.
(Teacher may ask why these children are chosen to insure that children are not just singling out
their friends, etc.)
3. "Now, while these three children are thinking of a way to get us out of Room _____, let's name
three people in the class you feel are the best story-tellers. We need someone to tell us good
stories so that we would not be sad while the 'thinkers' are working on a way of getting us safely
out. Can you name three good story-tellers in Room _____ "
a.
b.
c.
Teacher and Recorder should comment on how this activity went.
First and Third Grades
ACTIVITY II
Let's Make-Believe
Directions:
Same as Activity I, except with this activity responses should be recorded on the form.
Introduction:
(Teacher) "I can tell you were 'thinking' very carefully about your answers. Let's play another game
of make-believe. Let's begin all over again.
Let's make-believe one morning you woke up, climbed out of bed, and called for your mother, but
she was not there. As a matter of fact, there were no 'big' people at your house at all. You decided to get
dressed by yourself and come to school.
When you got to Room - you saw all of your friends-and guess what They could find no 'big'
people at their homes either. In fact, there were no 'big' people at school, including me and (name
anyone [adult] present in the room).
Let's think-you're all in Room -and there are no 'big' people anywhere. Now, it's up to you to run
things." (Teacher must elaborate here. She might mention certain jobs that have to be done for the
welfare of community i.e., Who will deliver the mail Who will be the President What is a President)"

1. "We've been in school together for awhile and we've gotten to know each other very well. Now,
in our make-believe world we need certain jobs to be done. Can you think of some jobs that you
children will have to do now since there no 'big' people around"
(Teacher makes a list on the blackboard. She should be prepared to include among responses the
following categories [name three children for each category]:)
a) Organizer —(Describe this person as someone in Room-who will be a leader to help us
organize and run things.)
b) Fixer —(Someone in Room -who likes to "make" or "fix" things.)
c) Artist —(Someone in Room -who can make pretty things. Someone who can make up
good stories.)
d) Inventor —(Someone in Room -who is good at inventing and discovering things.)
e) Judge —(Someone in Room -who will help us to settle arguments.)
f) Entertainer —(Someone who likes to make-believe or act. Someone who likes to tell jokes.
Someone who likes to sing.)
Teachers, please encourage a response from each child. If a child is shy, perhaps his/her survey could
be done on an individual basis.
Please note any child who gives any unusual responses when asked to list jobs.
PEER NOMINATIONS RECORDING FORM
TEACHER:_________________________________________________________________________
TEACHER-AIDE: ___________________________________________________________________
GRADE AND ROOM: ________________________________________________________________
DATE: _____________________________
LENGTH OF ACTIVITY (Time): __________________
Directions:
Record three children's names for each category below. Names may appear for more than one job.
1. Organizer
a.
b.
c.
2. Fixer
a.
b.
c.
3. Artist
a.
b.
c.
4. Inventor
a.
b.
c.

5. Judge
a.
b.
c.
6. Entertainer
a.
b.
c.
Peer Evaluation Activity-Fifth Grade
Directions:
1. It is important to create a relaxed and non-threatening atmosphere for this activity. Present in a
similar manner as you would an informal class discussion. For example, if your students are
accustomed to sitting on the floor when you have informal talks, let them do the same when you
introduce and discuss the activity.
2. Teacher should stress the idea that the activity is fun. It is one that requires the child to use his/
her imagination. It is also an activity that requires the child to think.
3. Do not pass out the answer forms until the children understand the situation and its problems.
4. The activity is oral. Teacher and students discuss and share ideas about survival before students
are asked to select certain members of the class for particular roles.
5. The movie, "The Hunter," is an excellent introductory film and is beneficial in creating the mood
needed for this activity.
ACTIVITY I
Survival of the Fittest
Directions:
(Teacher) "We're going to do something that has to do with how well we know each other and how
we can rely on each other by using our different talents. I want you to sit and 'think' for a minute. Let's
imagine that you and your classmates suddenly find yourselves stranded on an island in the South
Pacific. Fortunately, the climate is warm. There are lots of fruit trees and plenty of fish in the water. But
that is all that you have-there are no grown-ups, no KYAC or KOL radio stations, and you are nowhere
near civilization as we know it. It is all up to everyone in the room to help take care of the group. We
must examine the talents that each of us has. There are six immediate needs that have to be taken care
of:
1. Providing food—(hunting, fishing, growing or finding things to eat)
2. Providing shelter—(designing and building houses)
3. Government—(people who can organize the group and help group make decisions)
4. Judges—(people who are good at talking to people and helping them to settle arguments)
5. Fun-Makers—(people who have talent in art, music, creative writing, story-telling, etc.)
6. Inventors—(people who would be good at inventing and making tools for the hunters and home
builders)

Teacher., Discuss why these six jobs are immediate needs. Can the class come up with ideas that should
be included
"Let's look around at each other-we should know each other well enough to choose class members
for each of these six jobs. Remember that these jobs are necessary for the survival of the group."
"You are beginning to form Your own community on this island. At this point is it important that
Johnny has completed Level 42 in math while everyone else is still on Level 5 Does this mean that
Johnny will make the best judge, for example Why or why not What kinds of qualities are we looking
for in deciding who would be the best judges" (Open for discussion with group—i.e., 1) Someone who
is good at keeping the peace, 2) Someone who knows how to talk and get along with a variety of
personalities.)
"What kinds of qualities are we looking for when we think of our government" (1) Someone who is
a good leader, 2) Someone who can organize people, 3) Someone who can help people make decisions,
etc. Discuss the other roles in a similar manner.
"I want you to remember these things in making your final selections. We are not concerned with
people who have done more school work than others now. We are all on an island and we must survive."
1. Teacher presents form to students. Perhaps it would be beneficial to list each classmate's first and
last name on the board.
2. If a child is hesitant about writing his/her responses-arrange a time when his/her survey could be
done individually.
3. Read and discuss the directions on the form.
4. Answer forms should be promptly collected after students have filled them out.
a) Important: The teacher/aide should write the number 5 or 6 next to the names of the students
nominated on each answer sheet in each category.
Example: 1) Food Providers
a) Sandra Smith (6)
b) Robert Jones (5)
c) Bill Verga (5)
ALPHA PROJECT
SURVIVAL OF THE FITTEST
STUDENT'S NAME: ___________________________________________________________
DATE: _______________________________________________________________________
GRADE/TEAM: _______________________________________________________________
Entry #

I am stranded on a beautiful island with my classmates. We met this morning and decided that there
were at least six (6) jobs that we must get done first. We must select amongst ourselves the people who
will carry these jobs out. I have given careful thought, and I am ready to cast my ballot.
1. Food Providers: (Who will hunt for food)
a.
b.
c.
2. Builders: (Who will design and build homes)
a.
b.
c.
3. Government: (Who can make good decisions and help organize the group)
a.
b.
c.
4. Judges: (Who can help us keep peace among ourselves)
a.
b.
c.
5. Fun-Makers: (Who can make up good stories Who can write or tell exciting stories)
a.
b.
c.
1) Who can make up new games to play
a)
b)
c)
2) Who is good in art, music or acting
a)
b)
c)
6. Inventors and Idea People: (Who would be good at inventing tools or other things we might
need to make)
a.
b.
c.

CLASS/TEAM: _____________________
FIFTH GRADE PEER EVALUATION SUMMARY FORM
(For Screening Committee Use Only)
TOTAL NUMBER IN CLASS: ____________________
TEACHER:_________________________________________________________________________
RECORDER: _______________________________________________________________________
List names of students selected by peers for any position:
NAME GRADE TIMES SELECTED
1. _______________________________ ______________________ ______________________
2. _______________________________ ______________________ ______________________
3. _______________________________ ______________________ ______________________
4. _______________________________ ______________________ ______________________
5. _______________________________ ______________________ ______________________
6. _______________________________ ______________________ ______________________
7. _______________________________ ______________________ ______________________
8. _______________________________ ______________________ ______________________
9. _______________________________ ______________________ ______________________
10. _______________________________ ______________________ ______________________
11. _______________________________ ______________________ ______________________
12. _______________________________ ______________________ ______________________
13. _______________________________ ______________________ ______________________
14. _______________________________ ______________________ ______________________
15. _______________________________ ______________________ ______________________
16. _______________________________ ______________________ ______________________
17. _______________________________ ______________________ ______________________
18. _______________________________ ______________________ ______________________