Objective: TSWBAT determine where he/she lives on Earth in relation to the parts.

Size: px
Start display at page:

Download "Objective: TSWBAT determine where he/she lives on Earth in relation to the parts."

Transcription

1 Maps Lesson Plans: Day 1 VA SOL: VA SOL 1.4: TSW develop map skills by: a) recognizing basic map symbols, including references to land water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the U.S. and VA on maps and globes; d) locating Washington D.C. and Richmond on a U.S. map VA SOL 1.5: TSW construct a simple map of a familiar area using basic map symbols in the map legend. Objective: TSWBAT determine where he/she lives on Earth in relation to the parts. Essential Vocabulary: World United States Virginia Steps: Introduction: 1. Begin the lesson by telling the students that the leprechauns left Mrs. Dormire a map that will lead us to the note, but we have to become experts at reading maps before we can find the secret treasure! List all the vocabulary words for this unit on the board and explain that at the end of this unit they will become experts on those words but point out the vocabulary words for today. 2. Pre-assess the students knowledge: Have index cards with the world, United States, Virginia, and MES. Talk about which order they should go in from largest to smallest. 3. Pull up Google Earth to show the students how the cards are supposed to go in order. Engagement: 1. Read the students the book Me on the Map Discuss how the students live in Williamsburg which is located in VA which is located in the US which is located in the World. Explain how it goes from large to small when talking about where we live in relation to other parts of the world. 2. Show the students Russian Dolls. Explain that the largest doll is the world, and then you have the US, then VA, then Williamsburg, then MES, then you!

2 Evaluation: 1. Give the students index cards with the words world, US, VA, and MES and they must put them in order according to size with a partner. 2. TSW create their own Me on the Map Project which includes them, MES, VA, US, and the world

3 Maps Lesson Plans: Day 2 VA SOL: VA SOL 1.4: TSW develop map skills by: a) recognizing basic map symbols, including references to land water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the U.S. and VA on maps and globes; d) locating Washington D.C. and Richmond on a U.S. map VA SOL 1.5: TSW construct a simple map of a familiar area using basic map symbols in the map legend. Objective: TSWBAT determine where he/she lives on Earth in relation to the parts. TSWBAT orally define what a map symbol and legend are and how they are useful for maps Essential Vocabulary: Map Globe Symbol Map Legend Location Materials: Russian Dolls Cut outs of the world, US, VA, MES, and an Individual Google Earth PowerPoint Paper and cutouts for each table to create their map Stickers Steps: Introduction: Review 1. Begin the lesson by reviewing the locations (a particular place) of our world, United States, VA, and MES. Remind the students that we discussed how there is an order because some of the locations are bigger or smaller than others. Show them the Russian Dolls and remind them which ones represent what. Discuss why the world is the largest, then the US, then VA, and then MES. 2. Check for understanding: Tell the students that there are 5 different cut outs on their desk that represent the Earth, the US, VA, MES, and them. Their first

4 challenge is to lay them from largest to smallest (show them how to lay them one on top of the other). After each table is done check and have the table explain why they laid their cutouts the way they did. Then their second challenge is for them to lay the cutouts from smallest to largest. Again check each table and have them explain why they ordered the cutouts how they did. 3. Show the students the size relationship on Google Earth. Demonstrate how we zoom in and out based on size. Explain Bird s Eye View Introduction of Symbols 1. Discuss with the students that when people make maps they have to use symbols (things that represent something) in order to help people understand where important things are located. Tell them that every map maker always includes a map legend. A map legend shows which each symbol represents on the map. Tell them without a map legend it would be very difficult to read maps because we would not know what the symbol represents. 2. Show them the PowerPoint on map symbols and legends to help them better understand symbols and legends. Engagement: 1. After showing the students the PowerPoint on symbols and legends discuss that as a table they are going to create a map of their table which will include their table, their chairs, art caddy, recycling bin, and even a symbol representing each person. 2. Pass out the maps. Tell the students that their table can choose how they want to represent their chairs, art caddy, recycling bin, and each will have a sticker that represents themselves. Tell them that at each table a person has a mapmaking job. 1: Materials manager 2: Glue manager for the map 3: Sticker King/Queen 4: Glue manager for the legend 3. Have the students create the map of the table Evaluation: 1. Each table will have the opportunity to come and present their table s map

5 Maps Lesson Plans: Day 3 VA SOL: VA SOL 1.4: TSW develop map skills by: a) recognizing basic map symbols, including references to land water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the U.S. and VA on maps and globes; d) locating Washington D.C. and Richmond on a U.S. map VA SOL 1.5: TSW construct a simple map of a familiar area using basic map symbols in the map legend. Objective: TSWBAT determine where he/she lives on Earth in relation to the parts. TSWBAT orally define what a map symbol and legend are and how they are useful for maps Essential Vocabulary: Map Globe Symbol Map Legend Location Materials: Russian Dolls Bulletin Board Paper Cut outs Street cutouts Steps: Introduction: Review 1. Review and check for understanding of first the order of the locations (world, US, VA, & MES) by using a timed think, pair, and share. Students must tell each other first from largest to smallest and then from smallest to largest. 2. Review with the students on why we use symbols and map legends (why are they important? What do they do for the person reading the map? What if your map did not have a legend?) Have the students repeat that a symbol is a thing that represents or stands for something else and a map legend explains what the map symbols represent. Do another timed think, pair, share to review these concepts.

6 3. Discuss with the students that today we are going to make a map that is bigger and shows are larger area. Show what a street would look like on Google Earth. Tell the students that each table is going to create a map of their street and each person will get to put their own house. Present the students with a checklist. Engagement: 1. Pass out large pieces of bulletin board paper. First the group must decide what their street will be called and they will write it at the top of the map. They can then chose from the precut roads which street they want. They will then glue the street on. Next they will need to decide where each person house will be located. They will then decide what else they want to be located on their street (restaurants, park, lake, amusement park etc.) They must color to add grass or water. They then must create the legend. Evaluation: 1. Each table will have the opportunity to come and present their table s map and their map will be graded based on the checklist.

7 Maps Lesson Plans: Day 4/5 VA SOL: VA SOL 1.4: TSW develop map skills by: a) recognizing basic map symbols, including references to land water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the U.S. and VA on maps and globes; d) locating Washington D.C. and Richmond on a U.S. map VA SOL 1.5: TSW construct a simple map of a familiar area using basic map symbols in the map legend. Objective: TSWBAT orally define what a map symbol and legend are and how they are useful for maps TSWBAT identify cardinal directions Essential Vocabulary: Map Globe Symbol Map Legend Location Cardinal Directions Materials: Construction paper Cut outs for the desk, carpet, door, and u shaped table PowerPoint Iphone or Ipad compass NESW labels Compass Shuffle Steps: Introduction: Review 1. Begin the lesson by reviewing what the students worked on yesterday. Allow the students to finish presenting the map of their street. 2. Check for understanding: Ask students to tell their face partner to first tell what symbols are then they must tell what a map legend is. 3. Discuss with the students that today they are going to create a map on their own of the classroom. Their job is to represent the 5 tables, carpet, U shaped table, and

8 the board. They must put a star sticker on where they sit. They must also include a legend. Introduce Cardinal Directions 1. After the students have completed the map of the classroom ask them if they know what cardinal directions are. Explain that when we give directions to people we often use the words North, South, East, and West. 2. Show the Cardinal Directions PowerPoint: Help students remember the directions by the saying Never, Eat, Slimy, Worms. Using iphone locate and label N, E, S and W in the classroom. 3. Continue PowerPoint and discuss how a compass rose is a representation of a compass on a map. At the end of the PowerPoint let the students draw their compass rose on the map make sure they draw the compass rose pointing to the correct directions. Engagement/ Evaluation: 1. Play a game of Ms. Wheeler Says using Cardinal Directions: Ms. Wheeler says to touch your nose and turn to the North Ms. Wheeler says to stand on one foot facing the West Ms. Wheeler says to face the South and hop in place 3 times Ms. Wheeler says to put both hands in the air and face the East 2. Play the compass shuffle

9 Maps Lesson Plans: Day 6 VA SOL: VA SOL 1.4: TSW develop map skills by: a) recognizing basic map symbols, including references to land water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the U.S. and VA on maps and globes; d) locating Washington D.C. and Richmond on a U.S. map VA SOL 1.5: TSW construct a simple map of a familiar area using basic map symbols in the map legend. Objective: TSWBAT identify the state of VA and the state they were born in. TSW learn where Richmond, DC, and Williamsburg are located on the map of VA Essential Vocabulary: Map Globe Symbol Map Legend Location Cardinal Directions Materials: Construction paper VA cut out Dots, stars, and star in dot PowerPoint Steps: Introduction: Review 1. Begin the lesson by reviewing what the cardinal directions are and what a compass rose is. Start with a game of Ms. Wheeler says (Simon Says). Ms. Wheeler says do two jumps and turn to the East Ms. Wheeler says turn to the North and wave Ms. Wheeler says clap your hands once and turn towards the South Ms. Wheeler says touch one elbow to the opposite knee and turn to the West 2. Play the compass slide if the student did not get to hear it yesterday Introduce Where Williamsburg, Richmond, and Washington DC are located

10 1. Tell the students that today they are going to start to become experts on where Williamsburg, Richmond, and Washington DC are located on a map. 2. Begin by discussing that Williamsburg is where we live and where Magruder is located. Ask the students if they know why it is important that they can locate Richmond? Discuss that Richmond is the state capital of Virginia. Explain that all the important things and decisions made about the state of VA are done in Richmond. 3. Ask the students if they know why it is important that they can locate Washington DC? Explain that Washington DC is the capital of the United States of America. It is where President Obama lives and all the decisions about our country are made. 4. Show the students a picture of VA with the lion in it explain that to help them remember where Williamsburg, Richmond, and DC are located. 5. Explain that Williamsburg is located at the beginning of the Lion s mouth, Richmond is at the back of the throat of the lion, and DC is at the top of the Lion s head Engagement/ Evaluation: 1. Give students a cutout of VA and have them glue it on a piece of paper and label it Virginia. 2. Locate Williamsburg, Richmond, and DC & include a compass rose Give the students a circle and have them locate Williamsburg. Give the students a star and have them locate Richmond. Give the students a star inside a circle and have them locate Washington DC. Have the students create a map legend. 3. Ask the students to pair up with their shoulder partner and tell them to repeat: Williamsburg is where we live (have the students point to it) Richmond is the state capital of VA (have the students point to it) Washington DC is the capital of the United States of America (have the students point to it)

11 Maps Lesson Plans: Day 7 Subject: Social Studies Grade Level: First Grade Time: 12 :00 12:35 VA SOL: VA SOL 1.4: TSW develop map skills by: a) recognizing basic map symbols, including references to land water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the U.S. and VA on maps and globes; d) locating Washington D.C. and Richmond on a U.S. map VA SOL 1.5: TSW construct a simple map of a familiar area using basic map symbols in the map legend. Objective: TSWBAT identify the state of VA and approximate where Richmond and Washington DC are on a map of the United States of America. TSW identify the state that they were born in and represent it in the map legend. TSWBAT create a compass rose and map legend on their map of the United States of America. Essential Vocabulary: Map Symbol Map Legend Location Cardinal Directions Materials: Maps of the US and VA Blank Map of the US Construction Paper Colored Pencils Content: The subject matter taught in this lesson is discussing where Virginia is located on a map of the United States of America. This lesson is also centered around helping students locate Richmond and Washington D.C. on a map of the United States of America.

12 Accommodations: Students will participate in a whole group cooperative learning review. This will allow the students who are having difficulty with these concepts to gain experience from their peers. Procedures: Introduction: Review (5 minutes) 3. Begin the lesson by reviewing the concepts that the students have learned so far in this unit. Do this review through a timed think-pair-share 1: Review the order of the locations (World, U.S., VA, Williamsburg, & Magruder). Have students review both largest to smallest and smallest to largest location. 2: Review what Williamsburg, Richmond, and Washington D.C. 4. At the end of the timed think-pair-share quickly review what a compass rose is and have students recite the cardinal directions. 5. When having students return to their seat give them these directions: Stand and face south Turn to the east and put both arms up for a big stretch Turn to the north and walk to their seats Engagement: 8-10 minutes 1. To allow students to have an experience working with a real map of VA and a real map of the U.S. have a map of VA and a map of U.S. at each table. 2. Discuss with the students that they are going to look at these two maps and they are going to have to find different things on the map. Assign jobs to each table so that each person is responsible for locating one thing on each map. Give the students colored pieces of tape and they must tape over each thing. 3. Give the students the criteria they must find on the map of VA and US Number Ones: Richmond Number Twos: Washington D.C. Number Threes: Compass Rose Number Fours: Map Legend 4. Check for understanding: Visit each table as they finish and peel back the tape to see if they located the correct criteria on each map. Evaluation: minutes 1. Pass out a blank map of the United States of America. Tell students that now they are going to have to locate VA, Richmond, Washington D.C. and the state that they were born in on this map of the United States. 2. Explain that they will need to lightly color in the state of VA, and then they will need to decide how they are going to represent Richmond and Washington D.C. Explain to them that since it is a smaller area they can draw a line to where those

13 two locations are in VA and then draw their symbol. Explain that they will also color in the state that they were born in (assist students in finding the state that they were born in). If they were born in the state of VA then they can add stripes. The students must also include a compass rose and map legend. 3. Write the following rubric on the board to help them navigate this assignment Colored in the state of Virginia: Yes or No Represented Richmond, Virginia: Yes or No Represented Washington D.C.: Yes or No Colored in the state that you were born in or drew stripes if you were born in the state of VA: Yes or No Drew a compass rose with the correct order of cardinal directions: Yes or No Included a map legend that explain which each symbol represents: Yes or No 4. Check for understanding: Circulate around the room to assist each table and check to see that the students are following the directions. Prompt students in helping to find Washington D.C. and Richmond by reminding them about the lion. 5. Collect maps to evaluate the students learning Extension: 5+ minutes 1. When the students have finished their maps introduce the PBL assignment that they will be working on over the next few days. 2. Introduce the problem to the students: Discuss that the Governor of Virginia needs their help! He has decided that a new town should be built, but he needs a plan to do it. There is a river on the land, but there are no streets, no stores, no houses, and no schools. Tell the students that it is their job to create a map with streets, a river, buildings, symbols, a compass rose, and map legend. 3. Discuss with the students that they will be completing this assignment in assigned partners. Tell the students that there is a rubric for this assignment in which they will be graded on. Explain the rubric to the students. 4. Tell the students who they will be working with. If time give each pair a rubric and checklist and a blank sheet of white paper. Explain that this sheet is their rough draft before they begin on their final draft. Tell the students that they must do their very best job so that the Governor can read their map easily. 5. Allow the students to on their rough draft.

14 Maps Lesson Plan: Day 8 Subject: Social Studies Grade Level: First Grade Time: 12 :00 12:35 VA SOL: VA SOL 1.4: TSW develop map skills by: a) recognizing basic map symbols, including references to land water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the U.S. and VA on maps and globes; d) locating Washington D.C. and Richmond on a U.S. map VA SOL 1.5: TSW construct a simple map of a familiar area using basic map symbols in the map legend. Objective: TSWBAT create a map of a town with a partner that includes more than one river, street, more than 3 symbols, a compass rose, map legend, and buildings. Essential Vocabulary: Map Symbol Map Legend Location Cardinal Directions Materials: Construction Paper Building cutouts Colored Pencils Project Rubrics Content: The subject matter taught in this lesson is discussing where Virginia is located on a map of the United States of America. This lesson is also centered around helping students locate Richmond and Washington D.C. on a map of the United States of America. Accommodations: Two students in the class will be allowed to select their partners before partners are assigned.

15 Procedures: Introduction: Review (5 minutes) 1. Begin the lesson with a review of where VA, Richmond, and Washington D.C. are located on a map of the U.S. 2. Bring out the globe and show students where U.S. is on the globe and discuss where VA would be on the globe. Engagement: 30 minutes 1. Have the students complete Where in the World Do I live? Continue to monitor students understandings of where Richmond and Washington DC are located. 2. After the students have completed the packet go over the packet and make sure the students have a clear understanding of where those locations are. 3. *Evaluate students understanding of this through a short check for understanding quiz. 4. Remind students about the project that was introduced yesterday. Give each pair their rubric, checklist, and rough draft from the day before and send them to a table to begin working on the final draft. 5. Allow students to work with their partner in creating their map of the town. Circulate around to each pair to be sure that each pair is working cooperatively and doing the correct things. Give students a goal to finish today based on what they were able to start yesterday (this will help with pacing). Evaluation: Students will be evaluated based on their finished map project.

16 Maps Lesson Plan: Day 9 Subject: Social Studies Grade Level: First Grade Time: 12 :00 12:35 VA SOL: VA SOL 1.4: TSW develop map skills by: a) recognizing basic map symbols, including references to land water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the U.S. and VA on maps and globes; d) locating Washington D.C. and Richmond on a U.S. map VA SOL 1.5: TSW construct a simple map of a familiar area using basic map symbols in the map legend. Objective: TSWBAT identify the state of VA and approximate where Richmond and Washington DC are on a map of the United States of America. TSW identify the state that they were born in and represent it in the map legend. TSWBAT create a compass rose and map legend on their map of the United States of America. Essential Vocabulary: Map Symbol Map Legend Location Cardinal Directions Materials: Construction Paper Building cutouts Colored Pencils Project Rubrics Content: The subject matter taught in this lesson is discussing where Virginia is located on a map of the United States of America. This lesson is also centered around helping students locate Richmond and Washington D.C. on a map of the United States of America. Accommodations: Two students in the class will be allowed to select their partners before partners are assigned.

17 Procedures: Introduction: Review (5 minutes) 1. Begin the lesson with a Beach Ball review of various things learned in the unit and that are on the test: Pass the beach ball to a person and they must answer your question and then they pass to a person. Engagement: 30 minutes 1. Allow students to work with their partner in creating their map of the town. Circulate around to each pair to be sure that each pair is working cooperatively and doing the correct things. Give students a goal to finish today based on what they were able to start yesterday (this will help with pacing). Evaluation: Students will be evaluated based on their finished map project. Maps Lesson Plan: Day 9 TSW demonstrate knowledge of maps through a test on maps.

Lesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade)

Lesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade) Lesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade) Standards: History and Social Science Standards of Learning

More information

Me on the Map. Standards: Objectives: Learning Activities:

Me on the Map. Standards: Objectives: Learning Activities: Me on the Map Grade level: 1 st Grade Subject(s) Area: Reading, Writing, and Social Studies Materials needed: One sheet of construction paper per child, yarn or string, crayons or colored pencils, pencils,

More information

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group. Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical

More information

TEACHING Simple Tools Set II

TEACHING Simple Tools Set II TEACHING GUIDE TEACHING Simple Tools Set II Kindergarten Reading Level ISBN-10: 0-8225-6880-2 Green ISBN-13: 978-0-8225-6880-3 2 TEACHING SIMPLE TOOLS SET II Standards Science Mathematics Language Arts

More information

First Grade Curriculum Highlights: In alignment with the Common Core Standards

First Grade Curriculum Highlights: In alignment with the Common Core Standards First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features

More information

Lancaster Lane CP School. The Importance of Motor Skills

Lancaster Lane CP School. The Importance of Motor Skills Lancaster Lane CP School The Importance of Motor Skills What Are Gross Motor Skills? Good gross motor skills are required in order for muscles in the body to perform a range of large, everyday movements

More information

WE ARE STORYT ELLERS!

WE ARE STORYT ELLERS! Sponsored Educational Materials For PreK WE ARE STORYT ELLERS! SCHOLASTIC and associated logos are trademarks and/or registered trademarks of Scholastic Inc. All rights reserved. 666357 Dear Teacher, Take

More information

Function Tables With The Magic Function Machine

Function Tables With The Magic Function Machine Brief Overview: Function Tables With The Magic Function Machine s will be able to complete a by applying a one operation rule, determine a rule based on the relationship between the input and output within

More information

Activities for School

Activities for School Activities for School Label the School Label the school in the target language and then do a hide-n-seek activity using the directions in the target language. Label the Classroom I label my room (these

More information

Paper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER

Paper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER 259574_P2 5-7_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you

More information

On May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty

On May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty Argese 1 On May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty students. In this lesson, we engaged the students in active learning and used instructional methods that highlighted

More information

Lesson Plan Art: Painting Techniques

Lesson Plan Art: Painting Techniques Lesson Plan Art: Painting Techniques Subject Area: Art Grade Level: K-1, Special Education Student Objectives: Students will know the terms texture plates, sponges and salt, and that they add detail to

More information

been each get other TASK #1 Fry Words TASK #2 Fry Words Write the following words in ABC order: Write the following words in ABC order:

been each get other TASK #1 Fry Words TASK #2 Fry Words Write the following words in ABC order: Write the following words in ABC order: TASK #1 Fry Words 1-100 been each called down about first TASK #2 Fry Words 1-100 get other long people number into TASK #3 Fry Words 1-100 could part more find now her TASK #4 Fry Words 1-100 for write

More information

Writing that Tantalizes Taste Buds. Presented by Tracy Wassmer Roanoke County Schools

Writing that Tantalizes Taste Buds. Presented by Tracy Wassmer Roanoke County Schools Writing that Tantalizes Taste Buds Presented by Tracy Wassmer twassmer@rcs.k12.va.us Roanoke County Schools Composing The composing domain includes the focusing, structuring, and elaborating that a writer

More information

TRAFFORD CHILDREN S THERAPY SERVICE. Motor Skills Checklist and Advice for Children in PRIMARY & SECONDARY Schools. Child s Name.Dob. Age.

TRAFFORD CHILDREN S THERAPY SERVICE. Motor Skills Checklist and Advice for Children in PRIMARY & SECONDARY Schools. Child s Name.Dob. Age. TRAFFORD CHILDREN S THERAPY SERVICE Motor Skills Checklist and Advice for Children in PRIMARY & SECONDARY Schools Child s Name.Dob. Age. Class / year.. School... Tel Date screening checklist completed:.

More information

Experience Corps. Mentor Toolkit

Experience Corps. Mentor Toolkit Experience Corps Mentor Toolkit 2 AARP Foundation Experience Corps Mentor Toolkit June 2015 Christian Rummell Ed. D., Senior Researcher, AIR 3 4 Contents Introduction and Overview...6 Tool 1: Definitions...8

More information

preassessment was administered)

preassessment was administered) 5 th grade Math Friday, 3/19/10 Integers and Absolute value (Lesson taught during the same period that the integer preassessment was administered) What students should know and be able to do at the end

More information

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods

More information

COMMUNICATION & NETWORKING. How can I use the phone and to communicate effectively with adults?

COMMUNICATION & NETWORKING. How can I use the phone and  to communicate effectively with adults? 1 COMMUNICATION & NETWORKING Phone and E-mail Etiquette The BIG Idea How can I use the phone and e-mail to communicate effectively with adults? AGENDA Approx. 45 minutes I. Warm Up (5 minutes) II. Phone

More information

2 months: Social and Emotional Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent

2 months: Social and Emotional Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent 2 months: Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent Coos, makes gurgling sounds Turns head toward sounds Pays attention to faces

More information

Starting primary school

Starting primary school Starting primary school When children start in reception they will all be at different stages of their learning and skill development depending on their pre-school opportunities and their birthdate. The

More information

Speak with Confidence The Art of Developing Presentations & Impromptu Speaking

Speak with Confidence The Art of Developing Presentations & Impromptu Speaking Speak with Confidence The Art of Developing Presentations & Impromptu Speaking Use this system as a guide, but don't be afraid to modify it to fit your needs. Remember the keys to delivering a successful

More information

More ESL Teaching Ideas

More ESL Teaching Ideas More ESL Teaching Ideas Grades 1-8 Written by Anne Moore and Dana Pilling Illustrated by Tom Riddolls, Alicia Macdonald About the authors: Anne Moore is a certified teacher with a specialist certification

More information

Grades. From Your Friends at The MAILBOX

Grades. From Your Friends at The MAILBOX From Your Friends at The MAILBOX Grades 5 6 TEC916 High-Interest Math Problems to Reinforce Your Curriculum Supports NCTM standards Strengthens problem-solving and basic math skills Reinforces key problem-solving

More information

Consequences of Your Good Behavior Free & Frequent Praise

Consequences of Your Good Behavior Free & Frequent Praise Statement of Purpose The aim of this classroom is to be a comfortable, respectful and friendly atmosphere in which we can learn about social studies. It is okay if you make mistakes because it is often

More information

Unit Lesson Plan: Native Americans 4th grade (SS and ELA)

Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson

More information

Strategies for Differentiating

Strategies for Differentiating Strategies for Differentiating in the Content Areas Beverly Strayer & Troy Strayer New York Toronto London Auckland Sydney Mexico City New Delhi Hong Kong Buenos Aires Dedication Critics and Critics row

More information

What is this species called? Generation Bar Graph

What is this species called? Generation Bar Graph Name: Date: What is this species called? Color Count Blue Green Yellow Generation Bar Graph 12 11 10 9 8 7 6 5 4 3 2 1 Blue Green Yellow Name: Date: What is this species called? Color Count Blue Green

More information

Science Olympiad Competition Model This! Event Guidelines

Science Olympiad Competition Model This! Event Guidelines Science Olympiad Competition Model This! Event Guidelines These guidelines should assist event supervisors in preparing for and setting up the Model This! competition for Divisions B and C. Questions should

More information

Using Proportions to Solve Percentage Problems I

Using Proportions to Solve Percentage Problems I RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by

More information

Ohio s Learning Standards-Clear Learning Targets

Ohio s Learning Standards-Clear Learning Targets Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Use addition and subtraction within 20 to solve word problems involving situations of 1.OA.1 adding to, taking from, putting together, taking

More information

Sight Word Assessment

Sight Word Assessment Make, Take & Teach Sight Word Assessment Assessment and Progress Monitoring for the Dolch 220 Sight Words What are sight words? Sight words are words that are used frequently in reading and writing. Because

More information

5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels

5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels 5th Grade Unit Plan Social Studies Comparing the Colonies Created by: Kylie Daniels 1 Table of Contents Unit Overview pp. 3 7 Lesson Plan 1 pp. 8 11 Lesson Plan 2 pp. 12 15 Lesson Plan 3 pp. 16 19 Lesson

More information

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student

More information

Unit 1: Scientific Investigation-Asking Questions

Unit 1: Scientific Investigation-Asking Questions Unit 1: Scientific Investigation-Asking Questions Standards: OKC 3 Process Standard 3: Experimental design - Understanding experimental designs requires that students recognize the components of a valid

More information

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore

More information

Prewriting: Drafting: Revising: Editing: Publishing:

Prewriting: Drafting: Revising: Editing: Publishing: Prewriting: children begin to plan writing. Drafting: children put their ideas into writing and drawing. Revising: children reread the draft and decide how to rework and improve it. Editing: children polish

More information

Author: Fatima Lemtouni, Wayzata High School, Wayzata, MN

Author: Fatima Lemtouni, Wayzata High School, Wayzata, MN Title: Do Greetings Reflect Culture? Language: Arabic Author: Fatima Lemtouni, Wayzata High School, Wayzata, MN Level: Beginning/Novice low When: Semester one Theme: How do we greet and introduce each

More information

(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics

(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics (I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the

More information

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table

More information

End-of-Module Assessment Task

End-of-Module Assessment Task Student Name Date 1 Date 2 Date 3 Topic E: Decompositions of 9 and 10 into Number Pairs Topic E Rubric Score: Time Elapsed: Topic F Topic G Topic H Materials: (S) Personal white board, number bond mat,

More information

If we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes?

If we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes? String, Tiles and Cubes: A Hands-On Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacher-led discussion: 1. Pre-Assessment: Show students the equipment that you have to measure

More information

Lesson Plan. Preliminary Planning

Lesson Plan. Preliminary Planning Lesson Plan Date: 01.20.15 Subject: Social Studies Grade Level: 7th Time Needed: 20 Mins. Preliminary Planning Topic/Central Focus: Examining the history and significance of the Day of the Dead Mexican

More information

5 Star Writing Persuasive Essay

5 Star Writing Persuasive Essay 5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter

More information

Standards Alignment... 5 Safe Science... 9 Scientific Inquiry Assembling Rubber Band Books... 15

Standards Alignment... 5 Safe Science... 9 Scientific Inquiry Assembling Rubber Band Books... 15 Standards Alignment... 5 Safe Science... 9 Scientific Inquiry... 11 Assembling Rubber Band Books... 15 Organisms and Environments Plants Are Producers... 17 Producing a Producer... 19 The Part Plants Play...

More information

Positive Behavioral Interventions & Supports PBIS GUIDE

Positive Behavioral Interventions & Supports PBIS GUIDE Positive Behavioral Interventions & Supports Ankeny Community School District Before & After School Program Updated July 2014 PBIS GUIDE BEHAVIOR MATRIX LESSON PLANS SUPERVISOR EXPECTATIONS ACKNOWLEDGEMENT

More information

Why Misquitoes Buzz in People s Ears (Part 1 of 3)

Why Misquitoes Buzz in People s Ears (Part 1 of 3) Name: Melissa DiVincenzo Date: 10/25/01 Content Area: Reading/Writing Unit Topic: Folktales Today s Lesson: Summarizing Grade Level: 2 nd Why Misquitoes Buzz in People s Ears (Part 1 of 3) Duration: 1

More information

Rover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes

Rover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes Rover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes WHAT STUDENTS DO: Establishing Communication Procedures Following Curiosity on Mars often means roving to places with interesting

More information

Let's Learn English Lesson Plan

Let's Learn English Lesson Plan Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA

More information

Alberta Police Cognitive Ability Test (APCAT) General Information

Alberta Police Cognitive Ability Test (APCAT) General Information Alberta Police Cognitive Ability Test (APCAT) General Information 1. What does the APCAT measure? The APCAT test measures one s potential to successfully complete police recruit training and to perform

More information

CLASSROOM PROCEDURES FOR MRS.

CLASSROOM PROCEDURES FOR MRS. CLASSROOM PROCEDURES FOR MRS. BURNSED S 7 TH GRADE SCIENCE CLASS PRIDE + RESPONSIBILTY + RESPECT = APRENDE Welcome to 7 th grade Important facts for Parents and Students about my classroom policies Classroom

More information

Mathematics Success Level E

Mathematics Success Level E T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.

More information

Economics Unit: Beatrice s Goat Teacher: David Suits

Economics Unit: Beatrice s Goat Teacher: David Suits Economics Unit: Beatrice s Goat Teacher: David Suits Overview: Beatrice s Goat by Page McBrier tells the story of how the gift of a goat changed a young Ugandan s life. This story is used to introduce

More information

What s Different about the CCSS and Our Current Standards?

What s Different about the CCSS and Our Current Standards? The Common Core State Standards and CPM Educational Program The Need for Change in Our Educational System: College and Career Readiness Students are entering into a world that most of us would have found

More information

4 th Grade Number and Operations in Base Ten. Set 3. Daily Practice Items And Answer Keys

4 th Grade Number and Operations in Base Ten. Set 3. Daily Practice Items And Answer Keys 4 th Grade Number and Operations in Base Ten Set 3 Daily Practice Items And Answer Keys NUMBER AND OPERATIONS IN BASE TEN: OVERVIEW Resources: PRACTICE ITEMS Attached you will find practice items for Number

More information

Grade 3 Science Life Unit (3.L.2)

Grade 3 Science Life Unit (3.L.2) Grade 3 Science Life Unit (3.L.2) Decision 1: What will students learn in this unit? Standards Addressed: Science 3.L.2 Understand how plants survive in their environments. Ask and answer questions to

More information

Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg

Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg Verbal Behavior-Milestones Assessment & Placement Program Criterion-referenced assessment tool Guides goals and objectives/benchmark

More information

Pre-AP Geometry Course Syllabus Page 1

Pre-AP Geometry Course Syllabus Page 1 Pre-AP Geometry Course Syllabus 2015-2016 Welcome to my Pre-AP Geometry class. I hope you find this course to be a positive experience and I am certain that you will learn a great deal during the next

More information

Activities. Standards-Based Skill-Builders with Seasonal Themes. Written by Brenda Kaufmann. Sample file. Illustrated by Janet Armbrust

Activities. Standards-Based Skill-Builders with Seasonal Themes. Written by Brenda Kaufmann. Sample file. Illustrated by Janet Armbrust Spring Math Activities Standards-Based Skill-Builders with Seasonal Themes Written by Brenda Kaufmann Illustrated by Janet Armbrust Teaching & Learning Company 1204 Buchanan St., P.O. Box 10 Carthage,

More information

Kindergarten Foundations of America

Kindergarten Foundations of America Kindergarten Foundations of America In kindergarten, students begin to understand the foundations of the social studies strands: history, geography, government, and economics. Students begin their introduction

More information

Blank Table Of Contents Template Interactive Notebook

Blank Table Of Contents Template Interactive Notebook Blank Template Free PDF ebook Download: Blank Template Download or Read Online ebook blank table of contents template interactive notebook in PDF Format From The Best User Guide Database Table of Contents

More information

Poll. How do you feel when someone says assessment? How do your students feel?

Poll. How do you feel when someone says assessment? How do your students feel? Poll How do you feel when someone says assessment? How do your students feel? Why do we assess learners? Purposes for Assessments Place students Monitor students performance/achievement Identify students

More information

P a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1

P a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1 P a g e 1 Grade 4 Grant funded by: P a g e 2 Lesson 1: Understanding Themes Focus Standard(s): RL.4.2 Additional Standard(s): RL.4.1 Estimated Time: 1-2 days Resources and Materials: Handout 1.1: Details,

More information

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to

More information

Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government

Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government The Constitution and Me This unit is based on a Social Studies Government topic. Students are introduced to the basic components of the U.S. Constitution, including the way the U.S. government was started

More information

Notetaking Directions

Notetaking Directions Porter Notetaking Directions 1 Notetaking Directions Simplified Cornell-Bullet System Research indicates that hand writing notes is more beneficial to students learning than typing notes, unless there

More information

Interpretive (seeing) Interpersonal (speaking and short phrases)

Interpretive (seeing) Interpersonal (speaking and short phrases) Subject Spanish Grammar Lesson Length 50 minutes Linguistic Level Beginning Spanish 1 Topic Descriptive personal characteristics using the verb ser Students will be able to identify the appropriate situations

More information

Fluency YES. an important idea! F.009 Phrases. Objective The student will gain speed and accuracy in reading phrases.

Fluency YES. an important idea! F.009 Phrases. Objective The student will gain speed and accuracy in reading phrases. F.009 Phrases Objective The student will gain speed and accuracy in reading phrases. Materials YES and NO header cards (Activity Master F.001.AM1) Phrase cards (Activity Master F.009.AM1a - F.009.AM1f)

More information

Facing our Fears: Reading and Writing about Characters in Literary Text

Facing our Fears: Reading and Writing about Characters in Literary Text Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham

More information

Increasing Student Engagement

Increasing Student Engagement Increasing Student Engagement Description of Student Engagement Student engagement is the continuous involvement of students in the learning. It is a cyclical process, planned and facilitated by the teacher,

More information

English Language Arts Summative Assessment

English Language Arts Summative Assessment English Language Arts Summative Assessment 2016 Paper-Pencil Test Audio CDs are not available for the administration of the English Language Arts Session 2. The ELA Test Administration Listening Transcript

More information

Grade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work

Grade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work Grade 3: Module 2B: Unit 3: Lesson 10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

Learning Fields Unit and Lesson Plans

Learning Fields Unit and Lesson Plans Learning Fields Unit and Lesson Plans UNIT INTRODUCTION Learning Fields seeks to connect people with agriculture and rural life today. The lessons in this unit will help students to understand how agriculture

More information

Grade 8: Module 4: Unit 1: Lesson 8 Reading for Gist and Answering Text-Dependent Questions: Local Sustainable Food Chain

Grade 8: Module 4: Unit 1: Lesson 8 Reading for Gist and Answering Text-Dependent Questions: Local Sustainable Food Chain Grade 8: Module 4: Unit 1: Lesson 8 Reading for Gist and Answering Text-Dependent Questions: This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt

More information

This map-tastic middle-grade story from Andrew Clements gives the phrase uncharted territory a whole new meaning!

This map-tastic middle-grade story from Andrew Clements gives the phrase uncharted territory a whole new meaning! A Curriculum Guide to The Map Trap By Andrew Clements About the Book This map-tastic middle-grade story from Andrew Clements gives the phrase uncharted territory a whole new meaning! Alton Barnes loves

More information

Writing Unit of Study Kindergarten- Looking Closely: Observing, Labeling and Listing Like Scientists Unit #3 KDG Label & List Unit #3 10/15/12 Draft

Writing Unit of Study Kindergarten- Looking Closely: Observing, Labeling and Listing Like Scientists Unit #3 KDG Label & List Unit #3 10/15/12 Draft KDG Label & List 10/15/12 Draft Table of Contents Background Section Abstract.3 Unit Section Resources and Materials Needed..5 Why a Script?...7 Assessing Writers 8 Overview of Sessions Teaching and Learning

More information

Coral Reef Fish Survey Simulation

Coral Reef Fish Survey Simulation Your web browser (Safari 7) is out of date. For more security, comfort and Activitydevelop the best experience on this site: Update your browser Ignore Coral Reef Fish Survey Simulation How do scientists

More information

Creation. Shepherd Guides. Creation 129. Tear here for easy use!

Creation. Shepherd Guides. Creation 129. Tear here for easy use! Shepherd Guides Creation Creation 129 SHEPHERD GUIDE Creation (Genesis 1 2) Lower Elementary Welcome to the story of Creation! As the caring leader of your small group of kids, you are an important part

More information

Title: George and Sam Save for a Present By: Lesson Study Group 2

Title: George and Sam Save for a Present By: Lesson Study Group 2 Research Aim: Title: George and Sam Save for a Present By: Lesson Study Group 2 Team Members: Jan Arslan, Lindsay Blanchard, Juneanne Demek, Hilary Harrison, Susan Greenwood Research Lesson Date: Tuesday,

More information

Let s Meet the Presidents

Let s Meet the Presidents Let s Meet the Presidents Each school year children will read books on presidents, but they usually are on the more famous ones like Washington and Lincoln. When asked who is Andrew Jackson? Or Rutherford

More information

ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE

ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE Prepared by: Heather Schill, Dena Thomas Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content

More information

Counting To 120 First Grade

Counting To 120 First Grade To 120 First Grade Free PDF ebook Download: To 120 First Grade Download or Read Online ebook counting to 120 first grade in PDF Format From The Best User Guide Database 1st Grade Strategy Worksheets. Table

More information

1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied.

1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied. Unit Plan 8th Grade Geography Ciara Timothy SOST 450- Professor Johnson 2.22.2012 Contents: 1. Student Handout 2. Day to Day Outline 3. MN Graduation Standards and Benchmarks 4. Differentiated for Content,

More information

Faculty Meetings. From Dissemination. To Engagement. Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY

Faculty Meetings. From Dissemination. To Engagement. Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY Faculty Meetings From Dissemination To Engagement Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY Presentation Overview Traditionally, faculty meetings have been forums

More information

NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards

NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards Ricki Sabia, JD NCSC Parent Training and Technical Assistance Specialist ricki.sabia@uky.edu Background Alternate

More information

Build on students informal understanding of sharing and proportionality to develop initial fraction concepts.

Build on students informal understanding of sharing and proportionality to develop initial fraction concepts. Recommendation 1 Build on students informal understanding of sharing and proportionality to develop initial fraction concepts. Students come to kindergarten with a rudimentary understanding of basic fraction

More information

Interactive Whiteboard

Interactive Whiteboard 50 Graphic Organizers for the Interactive Whiteboard Whiteboard-ready graphic organizers for reading, writing, math, and more to make learning engaging and interactive by Jennifer Jacobson & Dottie Raymer

More information

Algebra 2- Semester 2 Review

Algebra 2- Semester 2 Review Name Block Date Algebra 2- Semester 2 Review Non-Calculator 5.4 1. Consider the function f x 1 x 2. a) Describe the transformation of the graph of y 1 x. b) Identify the asymptotes. c) What is the domain

More information

Common Core State Standards

Common Core State Standards Common Core State Standards Common Core State Standards 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. Mathematical Practices 1, 3, and 4 are aspects

More information

Case study Norway case 1

Case study Norway case 1 Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher

More information

Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed.

Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Speaking Standard Language Aspect: Purpose and Context Benchmark S1.1 To exit this

More information

Students will be able to describe how it feels to be part of a group of similar peers.

Students will be able to describe how it feels to be part of a group of similar peers. LESSON TWO LESSON PLAN: WE RE ALL DIFFERENT ALIKE OVERVIEW: This lesson is designed to provide students the opportunity to feel united with their peers by both their similarities and their differences.

More information

Take a Loupe at That! : The Private Eye Jeweler s Loupes in Afterschool Programming

Take a Loupe at That! : The Private Eye Jeweler s Loupes in Afterschool Programming 1 Take a Loupe at That! : The Private Eye Jeweler s Loupes in Afterschool Programming by Mary van Balen-Holt Program Director Eastside Center for Success Lancaster, Ohio Beginnings The Private Eye loupes

More information

Contents. Foreword... 5

Contents. Foreword... 5 Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with

More information

About this unit. Lesson one

About this unit. Lesson one Unit 30 Abuja Carnival About this unit This unit revises language and phonics done throughout the year. The theme of the unit is Abuja carnival. Pupils describe a happy carnival picture and read a story

More information

Spinal Cord. Student Pages. Classroom Ac tivities

Spinal Cord. Student Pages. Classroom Ac tivities Classroom Ac tivities Spinal Cord Student Pages Produced by Regenerative Medicine Partnership in Education Duquesne University Director john A. Pollock (pollock@duq.edu) The spinal column protects the

More information

Extraordinary Eggs (Life Cycle of Animals)

Extraordinary Eggs (Life Cycle of Animals) General Information Extraordinary Eggs (Life Cycle of Animals) Class: CI-5055 Subject: Science Lesson Title: Extraordinary Eggs (Life Cycle of Animals) Grade Level: Second Grade Purpose The purpose of

More information

Grade 4: Module 2A: Unit 1: Lesson 3 Inferring: Who was John Allen?

Grade 4: Module 2A: Unit 1: Lesson 3 Inferring: Who was John Allen? Grade 4: Module 2A: Unit 1: Lesson 3 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

Kindergarten - Unit One - Connecting Themes

Kindergarten - Unit One - Connecting Themes The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Kindergarten Social Studies Course. Kindergarten

More information

Friction Stops Motion

Friction Stops Motion activity Friction Stops Motion BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade Quarter Activity SC.C... The student understands that the motion of an object can be described and measured. SC.H...

More information