Debra J. Housel, M.S. Ed. Publisher Mary D. Smith, M.S. Ed Teacher Created Resources, Inc. Author

Transcription

1 Editor Eric Migliaccio Illustrator Mark Mason Cover Artist Brenda DiAntonis Editor in Chief Ina Massler Levin, M.A. Creative Director Karen J. Goldfluss, M.S. Ed. Art Production Manager Kevin Barnes Art Coordinator Renée Christine Yates Imaging Rosa C. See Publisher Mary D. Smith, M.S. Ed. Teacher Created Resources Author Debra J. Housel, M.S. Ed. The classroom teacher may reproduce copies of materials in this book for classroom use only. Reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher. Teacher Created Resources, Inc Industry Way Westminster, CA ISBN: Teacher Created Resources, Inc. Made in U.S.A.

2 Table of Contents Introduction Standards Correlation Chart Lessons Angles and Triangles Word Problems Equivalent Number Representations Science Lessons Earth and Space Science: Wind Earth and Space Science: Water Life Science: Plant Reproduction Physical Science: Electricity History Lessons Ancient Egypt Ancient Rome The Bubonic Plague Buddhism Geography Lessons Earth s Hemispheres and Regions Ecosystems and Stress Muslims Language Arts Reading Lessons Greek Myth Figurative Language Couplet Poetry Fact Versus Opinion Language Arts Writing Lessons Editorial Transitional Devices Expository Composition Prefixes and Suffixes Graphic Organizers Follow the Steps It s All Relative Science Graphic Organizers Windmill What Goes Around, Comes Around Venn Diagram K-W-L Chart History Graphic Organizers Pyramid Time Line Literature Guide Question-Answer Relationships Anticipation Guide Knowledge Tier Geography Graphic Organizers Mayan Step Pyramid Chain of Events Concept Web Reading Graphic Organizers Greek Temple Classification Chart Poetry Analysis Weighing the Facts Writing Graphic Organizers Pen Plan It All Adds Up Key Sentences Building Blocks #8096 Content Area Lessons Using Graphic Organizers Teacher Created Resources, Inc.

3 Angles and Triangles Day 1 1. Prior to this lesson, your students must understand acute, right, and obtuse angles, as well as acute, right, scalene, obtuse, and isosceles triangles. 2. Make an overhead transparency and copies of the graphic organizer on page 10. Obtain clear number tiles (or cut out the ones on your transparency) to use on the overhead. 3. Have your students cut out the individual number tiles on the page. 4. Have students glue their tile boards to a piece of poster board and store their number tiles in a zipper bag. 5. Working as a class, solve the first two problems together and have a student come up and display the correct answer on the overhead. Tell the students to place the tiles, moving from top to bottom. 6. Say, Now we are going to use each tile once. I will ask a question about angles or triangles, and you will place the tiles. Do not shout out the answer. If you don t know one, skip it. We ll go over it. Repeat each question twice, being sure to give enough time for students to think. 7. Ask these questions: How many degrees are in a straight angle? (180 ) How many degrees is in an angle that is half as large as a right angle? (45 ) How many sides are equal in an isosceles triangle? (2) Two of a scalene triangle s angles add up to 143 degrees. How many degrees are in the third angle? (37 ) How could the numbers you have left form the number of degrees in an obtuse angle. (96 only those two digits were left, and 69 is an acute angle.) 8. Go over the answers, asking individual students to explain how they determined the right answer. Have the students clear their boards. 9. Repeat the procedure, but this time have students work independently. Afterwards, have a student come up and display the correct answer on the overhead. Ask these questions: How many degrees are in each acute angle of a right isosceles triangle? (45 ) A scalene triangle has how many unequal sides? (3) Two angles in an acute triangle total 113 degrees. How many degrees are in the third angle? (67 ) How many total degrees in an isosceles triangle? (180 ) Look at the digits you have left. Arrange the digits to form the degrees of the largest angle in an obtuse triangle. How do you know? (92 only those two digits were left; 29 is acute, and an obtuse triangle s largest angle must have one angle more than 90 degrees) Days Have students get out their tile boards and number tiles. 2. Repeat the activity above using a variety of pre-prepared triangle and angle questions. Next Week 1. Have students get out their tile boards and number tiles. 2. Pair the students. They must place all 10 digits in any order and then write appropriate triangle and angle questions next to each number. This is challenging because the children must generate the questions and can use each digit only once. 3. Have each pair write their number sentences and answers on a piece of paper to turn in. 4. If your class enjoys this activity, you can have them do it again independently. #8096 Content Area Lessons Using Graphic Organizers 8 Teacher Created Resources, Inc.

4 Sample Graphic Organizer Note: These are the answers for the questions given in step 9 on page Teacher Created Resources, Inc. 9 #8096 Content Area Lessons Using Graphic Organizers

5 Blank Graphic Organizer #8096 Content Area Lessons Using Graphic Organizers 10 Teacher Created Resources, Inc.