Strand-1 Inquiry Process Concept-1 Observation, Questions & Hypothesis PO.2 Predict results Concept-2 Scientific Testing
|
|
- Harvey Fletcher
- 6 years ago
- Views:
Transcription
1 KEY: SW: Students will TW: Teacher will SWBAT: Students will be able to Melia Collins Cohort # 5 SIOP Lesson Plan Title: Magic Magnets-Magnets Attract or Not Attract: scientific inquiry through the study of magnets and magnetism. Content Science Standards: Strand-5 Physical Science Concept-3 Energy and Magnetism Strand-1 Inquiry Process Concept-1 Observation, Questions & Hypothesis PO.2 Predict results Concept-2 Scientific Testing Concept-4 Communication PO.4 Record PO.1 Talk about results ELP Standards: Stage II (2 nd grade) Emergent Listening and Speaking: Reading: Writing: E-2 (Standard 1): Responding to main ideas from read-alouds (fiction and nonfiction) using key words with instructional support. E-5 (Standard 1): Responding to comments in social conversations. E-3 (Standard 4): Answering yes/no questions about text heard or read. E-9 (Standard 4): Identifying the purpose for reading specific books (to be informed) E-3 (Standard 5): Recording and labeling observations of objects, people or events for a class report (diagrams, pictures, charts) with instructional support. Language Strand: a. Adverbs: E-1 (Standard 1): Using the when adverb (first, then, next, after, before, finally) with instructional support. b. Vocabulary: E-5 (Standard 2): Recognizing content area words with visual support. Objectives: (will be written on the board & stated orally) SW be able to experiment, predict and record things that a magnet is attracted to and is not (repels) using when adverbs to follow steps/directions. SW be able to model magnetic attraction with items provided and around the room and will discuss in a group and/or as a class the results. SW be able to use new vocabulary in order to communicate with others about the day s activities. Key Vocabulary: Magnet (key word): a material that sticks to some items, but not others
2 Magnetic (key word): objects able to be attracted by a magnet or attract to items Attract (key word): to pull something toward Nonmagnetic (key word): when an object is not attracted to a magnet or repels items Repel (key word): to pull away from something Experiment: the process to test or try something Prediction: a guess about what s going to happen Observe: something you notice Record: to write down something for the purpose of saving information or data. Visual/Resources/Supplementary Materials: Vocabulary photo words (magnetic & nonmagnetic) Magnets Pencil to write Magnetic items (nail, scissors, key, paper clip, chair, bell, cabinet, desk and etc.) Nonmagnetic items (rubber band, marble, eraser, crayon, paper, glue, stuffed toy, pencil etc.) Will a Magnet attract worksheet Magnetic Book Magnetic Classroom Items Worksheet (Predict, Experiment, Record and write) Clip art of Magnetic things and Nonmagnetic things Tape to put up Vocab words and pictures Connections to Prior Knowledge/Building Background/Anticipatory Set: TW will allow the students to hands on free play with the magnets that are in a bag on each groups table. After a minute or two of informal free play the TW ask slowly These are Magnets (word will be emphasized), has anyone ever played or used magnets before?, What is a magnet?, Do we need magnets? TW tell them to think about these questions while they pull out their journals. TW have them write at the very top the word Magnets and then draw 1 line in the middle to divide the paper which she will demonstrate this from a projector for them to see. TW then re-ask each prior question and write it out. TW have them write answers to those question or anything that they know about magnets in their journals on the left side of the page. SW then write any information that they can about magnets or answers to the question on the left side of the journal. TW will then provide opportunity for students to table talk with their table group and then the entire class about the questions that were asked. SW converse with others in their table and later the entire class to discuss what they put in their journals and how they responded to the questions which can be a yes or no response or simple sentence II-R-4:E-3 allowing a wait time when needed. By having them to talk with their table before the class it allows them to practice their answer before sharing it with the class. If they are not sure or only receive a few response, TW will give them a real demonstration example of when I the teacher use magnets in the classroom. Such as holding up posters in and around the room by showing them that if I did not use magnets which are attracted to the board the posters/flyers will fall. I will then repeat the question and ask again if anyone else can think of a way to use or need magnets for and emphasizing the word magnets again. I will ask them to listen to the other students when they are talking about their responses throughout the lesson in groups and as a class.
3 Lesson Design Overview: TW allow students to free play with magnets before starting lesson then will ask questions for them respond too. TW will then explain that I am going to read a book called Magnets which is what we will learn about today II-R-4:E-9 and to listen for the two new vocabulary words magnetic (attract) and nonmagnetic (repel). To demonstrate hand gestures of the vocabulary words attract (brining hands together) and repel (starting with hands together then pulling them apart) with hands repeating this a few times II-L-2:E-5. SW will act out hand gestures and echo the vocabulary word after the teacher. TW then read the book and have students listen for the vocabulary word Magnetic (attract) and Nonmagnetic (repel) from the book and remind them to do the hand gestures when they hear those words from the book II-LS-1:E-2. TW then will write and slowly say each questions from the book for the students to think and then write in their journals before conversing it with the group and class as a whole II-LS-1:E-5. TW then will introduce the other vocabulary words with key words photos (magnetic & nonmagnetic) and tell students they will be predicting, experimenting, recording and discussing information about magnets today in class. TW demonstrate step by step process of using magnets including using the when adverbs of first, then, next II-L-1:E-1 with real items (Stuffed toy, penny, nail and Bell etc.) that magnets are attracted to some items and repels others. TW think aloud to them and fills in the information on the Magnet attract or not worksheet for the first demonstration example. I will then have a student volunteer re-explain my step by step process and then TW explain it again before letting them start by paraphrasing what the volunteer student said. SW use the Magnetic attract or not worksheet to predict the last few items and draw the image, observe and record the information as the teacher presents each item at a time. TW displays another real item one at a time for them to predict and state their own opinion of what will happen. SW draw the object or spell it if they can as the teacher shows it to them, they will circle either the attract or not attract for their prediction of what they think will happen and then after the teacher demonstrates it record it by circling yes or no if it attracted to the item on their paper. TW do the experiment demonstration of each item and then go over their predictions and results with the students before moving on to the next real thing. TW do that by having students give her a thumbs up if they believe it is magnetic (attracted) and thumbs down if they believe it is not magnetic (repels). SW tell why they predicted it that way to their shoulder partner then TW ask for any volunteers to share their prediction with the class again allowing a wait time. TW then tell the students that now is their turn to experiment with magnets. TW then group students into small groups of two or three and hand out a classroom magnetic worksheet for them to record and label things as they find and locate the items in the classroom II-W-5:E-3. TW explain to the students that in each group 1 person will be the recorder (writing things down), another is the experimenter (demonstrated magnet action) and the other is the summarizer which will describe what is happening. SW predict, experiment, record and write that information on the sheet of the items around the classroom which they need to find. SW then go back to their own seats where they will share that information with the other students at the table using the vocabulary words magnetic and nonmagnetic and/or attracted and repels. TW then ask student to match the real life items that they experimented on and will be in clipart to the vocabulary words magnetic and nonmagnetic. Content Objectives: SWBAT follow direction to predict, explore, discuss and record the function (actions) of a magnet and if it is magnetic (attracted) and what it is nonmagnetic too (repels): Magnetic, nonmagnetic vocabulary words with clip art and definition. SWBAT communicate with other individuals to compare results of a common investigation on magnets and explain it using key vocabulary words.
4 Meaningful Activities: SW will be able to individually free play with magnets before the lesson is taught to get an idea of what a magnet is, what it does and to possibly trigger any memories of using or seeing magnets before. SW in small groups work with magnets to inquiry information and experiment with magnets. SW be able to identify what things a magnet is and is not attracted too with the material provided and around the room and will share that information with others in class using the learned vocabulary words. Check for Understanding: TW walk around observing and discussing with students the experiment with questions about their investigation of magnets. (Such as what is or was your prediction, was that item magnetic or not?) Then we will do give one, get one with the entire class. I will have one student volunteer start us by giving one example from their investigation of what they predicted and what actually happened using vocabulary and then they can get one by calling another students name and this will go on until we have gone through all of the items on the sheet. Review/Assessment: TW have students give her a thumbs up/thumbs down for the activity with the worksheet of what they believe will happen before she demonstrates it live to see if they were right or not. SW be able to give the teacher a thumbs up or down on their view of items that are magnetic or not. TW provide feedback orally supported with facial expressions and body language such as nodding, smiling, encouraged look. TW will walk around observing and listening to students discussions about their discovery. TW then ask students to focus on her again to match pictures of items with the matching key vocabulary words of Magnetic and nonmagnetic. Such as Magnetic is the vocabulary word the pictures that will match it are nails, paper clip, etc. and the vocabulary word nonmagnetic would be pictures of eraser, crayon etc. ELP Language Objectives: SWBAT to identify and respond to the main idea from the book we will be reading by using vocabulary related to the main idea E-2 (Standard 1). SWBAT to answer questions from the book read using yes or no E-3 (Standard 4). SWBAT recognize the purpose for reading the specific book Magnets E-9 (Standard 4). SWBAT discuss and respond to the topic or questions as a group and class environment. E-5 (Standard 1) SWBAT record, and illustrate the things magnets are and are not attracted from observation using the worksheet provided. E-3 (Standard 5) SWBAT follow directions with their group using when adverbs such as first, then, next, before, and finally to do the magnet experiment. E-1 (Standard 1) SWBAT identify important words using visuals that will be placed on the board. E-5 (Standard 2) Meaningful Activities: SW understand a magnet attraction or repelling nature by hands on experiment to identify the main idea of the lesson. SW be using the When adverb to know what to do first, then, before and finally during the experiment process. SW will follow the teachers lead with hand gestures of the vocabulary words (attract & repel) by pushing hands together for attract or apart for repel. SW follow directions for the experiment with visual cues from the teacher if needed such as (Predict-think so use pointer finger to point to head, experiment-
5 do so show them the hand gestures pulling together and apart, Record-write so pretend like your writing). TW present vocabulary in an echo response from the students. Teacher will ask simple questions with simple responses and yes or no responses. Check for Understanding: TW walk around observing and listening to students reactions of magnets. SW respond to question that the teacher present from the book and comment their thoughts of what they believe will happen (if an item will attract or not) to other students around them and listen and respond to the other students comments as well. Students will identify which pictures support the vocabulary picture word by telling the teacher what item pictures go under each vocabulary word (magnetic or nonmagnetic) which they know from the experiment they did and it is recorded on the worksheet. TW after reading the book will explain the purpose of that specific book and why it was chosen. SW use worksheets to draw, record and label observation of objects. TW walk around observing students worksheets and ask questions such as what did you predict and what actually happened. TW and SW use key words or vocabulary words as they talk about magnets as a class or group. Review/Assessment: Have student write a simple sentence or draw a picture of what they did and learned today in their journals on the other side of the line. SW be able to see in their journals what they first knew if anything about magnets which is on the left side and then what they know now about magnets on the right side of the journal page. TW ask if anyone wants to share that information with the class. I will regularly provide feedback to students on responses to my questions or class discussions by clarifying or correcting responses. Warm-Up/Closure: Free Play of magnets for a minute or two as a warm-up. For the closure ask for 2-3 volunteers to share what they put in their journals about today s learning in a quick talk conversation (only 30 seconds to response). Extensions: Explore moving items such as paper clips around the tops of their desk or on a printed out path paper using different magnets. Have students bring refrigerator magnets from home and test them by picking up paper clips to see who has the strongest magnet by adding one at a time paper clips.
6
7
8
9
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 informationSESSION 2: HELPING HAND
SESSION 2: HELPING HAND Ready for the next challenge? Build a device with a long handle that can grab something hanging high! This week you ll also check out your Partner Club s Paper Structure designs.
More informationUnit 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 informationPART 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 informationRI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Reading Mini-Lesson Plans Week: March 11-15 Standards: RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently,
More informationMADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm
MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm Why participate in the Science Fair? Science fair projects give students
More informationThe Bruins I.C.E. School
The Bruins I.C.E. School Lesson 1: Retell and Sequence the Story Lesson 2: Bruins Name Jersey Lesson 3: Building Hockey Words (Letter Sound Relationships-Beginning Sounds) Lesson 4: Building Hockey Words
More informationConsequences 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 informationTASK 2: INSTRUCTION COMMENTARY
TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or
More informationLearning Lesson Study Course
Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in
More informationMe 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 informationCreate 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 informationA Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher
GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become
More informationEVERY YEAR Businesses generate 300,000 tons of waste 90% is USABLE
EVERY YEAR Businesses generate 300,000 tons of waste 90% is USABLE And did you know: 99.5% of teachers spend out of their own pocket for supplies for their classrooms and students Personal expenditures
More informationAirplane 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 informationLesson 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 informationExtraordinary 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 informationUDL Lesson Plan Template : Module 01 Group 4 Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt
Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt Objective/s: Demonstrate physical care in relation to needs. Assessment/s: Demonstrations, formative assessments, personal reflections Learner Objectives:
More informationOccupational Therapy and Increasing independence
Occupational Therapy and Increasing independence Kristen Freitag OTR/L Keystone AEA kfreitag@aea1.k12.ia.us This power point will match the presentation. All glitches were worked out. Who knows, but I
More informationLesson #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 informationBlank 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 informationGrade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
More informationIncreasing 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 informationSimilar Triangles. Developed by: M. Fahy, J. O Keeffe, J. Cooper
Similar Triangles Developed by: M. Fahy, J. O Keeffe, J. Cooper For the lesson on 1/3/2016 At Chanel College, Coolock Teacher: M. Fahy Lesson plan developed by: M. Fahy, J. O Keeffe, J. Cooper. 1. Title
More informationEliciting Language in the Classroom. Presented by: Dionne Ramey, SBCUSD SLP Amanda Drake, SBCUSD Special Ed. Program Specialist
Eliciting Language in the Classroom Presented by: Dionne Ramey, SBCUSD SLP Amanda Drake, SBCUSD Special Ed. Program Specialist Classroom Language: What we anticipate Students are expected to arrive with
More informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More information2 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 information5.1 Sound & Light Unit Overview
5.1 Sound & Light Unit Overview Enduring Understanding: Sound and light are forms of energy that travel and interact with objects in various ways. Essential Question: How is sound energy transmitted, absorbed,
More informationIf 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 informationUnit 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 informationBehavior List. Ref. No. Behavior. Grade. Std. Domain/Category. Social/ Emotional will notify the teacher when angry (words, signal)
1 4455 will notify the teacher when angry (words, signal) 2 4456 will use appropriate language to ask for help when frustrated 3 4457 will use appropriate language to tell a peer why he/she is angry 4
More informationNon-Secure Information Only
2006 California Alternate Performance Assessment (CAPA) Examiner s Manual Directions for Administration for the CAPA Test Examiner and Second Rater Responsibilities Completing the following will help ensure
More informationInterpretive (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 informationEnd-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 informationPREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL
1 PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL IMPORTANCE OF THE SPEAKER LISTENER TECHNIQUE The Speaker Listener Technique (SLT) is a structured communication strategy that promotes clarity, understanding,
More informationCOMMUNICATION & 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 informationFaculty 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 informationActivities 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 informationTEACHING 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 informationObjective: Model division as the unknown factor in multiplication using arrays and tape diagrams. (8 minutes) (3 minutes)
Lesson 11 3 1 Lesson 11 Objective: Model division as the unknown factor in multiplication using arrays Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief
More informationEvidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators
Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators May 2007 Developed by Cristine Smith, Beth Bingman, Lennox McLendon and
More informationContents. 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 informationWhy 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 informationManual for teacher trainers
Inclusive Education: Manual for teacher trainers Prepared for: Prepared by: Ingrid Lewis, Ian Kaplan, Duncan Little EENET CIC October 2011 Published with the support of: République et Canton de Genève
More informationFull text of O L O W Science As Inquiry conference. Science as Inquiry
Page 1 of 5 Full text of O L O W Science As Inquiry conference Reception Meeting Room Resources Oceanside Unifying Concepts and Processes Science As Inquiry Physical Science Life Science Earth & Space
More informationSpinners at the School Carnival (Unequal Sections)
Spinners at the School Carnival (Unequal Sections) Maryann E. Huey Drake University maryann.huey@drake.edu Published: February 2012 Overview of the Lesson Students are asked to predict the outcomes of
More information2.B.4 Balancing Crane. The Engineering Design Process in the classroom. Summary
2.B.4 Balancing Crane The Engineering Design Process in the classroom Grade Level 2 Sessions 1 40 minutes 2 30 minutes Seasonality None Instructional Mode(s) Whole class, groups of 4 5 students, individual
More informationFunction 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 informationSMARTboard: The SMART Way To Engage Students
SMARTboard: The SMART Way To Engage Students Emily Goettler 2nd Grade Gray s Woods Elementary School State College Area School District esg5016@psu.edu Penn State Professional Development School Intern
More informationGrade 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 informationSpeak 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 informationHow to Take Accurate Meeting Minutes
October 2012 How to Take Accurate Meeting Minutes 2011 Administrative Assistant Resource, a division of Lorman Business Center. All Rights Reserved. It is our goal to provide you with great content on
More informationTest Blueprint. Grade 3 Reading English Standards of Learning
Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective beginning with the spring 2017 test administration. Notice to Reader In accordance with the
More informationSubject: Opening the American West. What are you teaching? Explorations of Lewis and Clark
Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that
More informationTitle: 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 informationName of Course: French 1 Middle School. Grade Level(s): 7 and 8 (half each) Unit 1
Name of Course: French 1 Middle School Grade Level(s): 7 and 8 (half each) Unit 1 Estimated Instructional Time: 15 classes PA Academic Standards: Communication: Communicate in Languages Other Than English
More informationHow I Became a Pirate
How I Became a Pirate Presented by Omaha Theater Company Book, music, and lyrics by Janet Yates Vogt and Mark Friedman Friday, December 14, 2012, 9:30 a.m. and 12:30 p.m. Tickets: $5.50 per person Recommended
More informationOn 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 informationSample from: 'State Studies' Product code: STP550 The entire product is available for purchase at STORYPATH.
Sample from: '' Product code: STP550 STORYPATH The Visitors Center by Margit E. McGuire, Ph.D. Professor of Teacher Education, Seattle University About Storypath 2 Episode 1 The Visitors Center 14 Episode
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
More informationMultiple Intelligence Teaching Strategy Response Groups
Multiple Intelligence Teaching Strategy Response Groups Steps at a Glance 1 2 3 4 5 Create and move students into Response Groups. Give students resources that inspire critical thinking. Ask provocative
More informationEnglish as a Second Language Unpacked Content
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better
More informationUNIT IX. Don t Tell. Are there some things that grown-ups don t let you do? Read about what this child feels.
UNIT IX Are there some things that grown-ups don t let you do? Read about what this child feels. There are lots of things They won t let me do- I'm not big enough yet, They say. So I patiently wait Till
More informationTEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12
TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com
More informationLanguage Acquisition Chart
Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people
More informationTA Script of Student Test Directions
TA Script of Student Test Directions SMARTER BALANCED PAPER-PENCIL Spring 2017 ELA Grade 6 Paper Summative Assessment School Test Coordinator Contact Information Name: Email: Phone: ( ) Cell: ( ) Visit
More informationName of Lesson: SCAMPER
Name of Lesson: SCAMPER Topic: Divergent Thinking Lesson 1 Gifted Standard and element(s): G4 - Divergent Thinking Students will think creatively to generate innovative ideas, products, or solutions to
More informationP 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 informationGrades. 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 informationCARING FOR OTHERS KINDERGARTEN. Kindness Song Activity, pp. 3-4 (10 to 15 minutes)
CARING FOR OTHERS KINDERGARTEN Objective: Students will be able to identify ways to show respect, consideration and care to others. Kindness Definition: Kindness means being friendly, generous or considerate
More informationKindergarten SAMPLE MATERIAL INSIDE
Kindergarten SAMPLE MATERIAL INSIDE About Nelson Science Developed by an experienced team of BC educators, Nelson Science is a comprehensive series built from the ground up to fully align with the new
More informationFriction 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 informationLanguage Art (Writers Workshop) Science (beetle anatomy) Art (thank you card design)
Grade Level Duration Subject Area(s) Thank You Letter to a Guest Speaker Audrey Bullock & Corinne Solonar-Kong Hellgate Elementary 3 rd grade Three separate sessions, approximately 1hr, 45 min. total:
More informationThe Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen
The Task A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen Reading Tasks As many experienced tutors will tell you, reading the texts and understanding
More informationADHD Classroom Accommodations for Specific Behaviour
ADHD Classroom Accommodations for Specific Behaviour 1.Difficulty following a plan (has high aspirations but lacks follow-through); wants to get A s but ends up with F s and doesn t understand where he
More informationSleeping Coconuts Cluster Projects
Sleeping Coconuts Cluster Projects Grades K 1 Description: A story, an indoor relay race for pre-readers and new readers to demonstrate the benefits of doing Bible translation in cluster projects, and
More informationGrade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If
Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More information4 Almost always mention the topic and the overall idea of simple. 3 Oftentimes mention the topic and the overall idea of simple
وزارة التربية التوجيه الفني العام الدراسي العام للغة االنجليسية 2018 2017 Formative Assessment Descriptors Grade 6 GC 1. Listening to oral messages by means of different strategies in a variety of contexts
More informationContent Language Objectives (CLOs) August 2012, H. Butts & G. De Anda
Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of
More informationAP Proctor Training. Setting the Tone. Materials Needed for the Training. Proctor Duties. Proctor Training Instructions
34 Coordinators are expected to provide their school s proctors with specific information about exam administration procedures. You may find the information and script that follow helpful for proctor training.
More informationHow to Use Text Features Poster
How to Use Text Features Poster Congratulations on your purchase of this Really Good Stuff How to Use Text Features Poster, an excellent visual aide for students learning to identify and use informational
More informationJob Explorer: My Dream Job-Lesson 5
Job Explorer: My Dream Job-Lesson 5 Topic: Creating Goals Objectives: Students will be able to: Explain the importance of setting goals Differentiate between the various goal categories Distinguish between
More informationSummarizing A Nonfiction
A Nonfiction Free PDF ebook Download: A Nonfiction Download or Read Online ebook summarizing a nonfiction in PDF Format From The Best User Guide Database Texts (written or spoken). a Process. Ideas in
More informationWriting 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 informationMathematics 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 informationDisciplinary Literacy in Science
Disciplinary Literacy in Science 18 th UCF Literacy Symposium 4/1/2016 Vicky Zygouris-Coe, Ph.D. UCF, CEDHP vzygouri@ucf.edu April 1, 2016 Objectives Examine the benefits of disciplinary literacy for science
More informationCLASSROOM 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 informationTracy 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 informationMission Statement Workshop 2010
Mission Statement Workshop 2010 Goals: 1. Create a group mission statement to guide the work and allocations of the Teen Foundation for the year. 2. Explore funding topics and areas of interest through
More informationLancaster 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 informationCase 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 informationPositive 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 informationTHE HEAD START CHILD OUTCOMES FRAMEWORK
THE HEAD START CHILD OUTCOMES FRAMEWORK Released in 2000, the Head Start Child Outcomes Framework is intended to guide Head Start programs in their curriculum planning and ongoing assessment of the progress
More information5th 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 informationUnit 9. Teacher Guide. k l m n o p q r s t u v w x y z. Kindergarten Core Knowledge Language Arts New York Edition Skills Strand
q r s Kindergarten Core Knowledge Language Arts New York Edition Skills Strand a b c d Unit 9 x y z a b c d e Teacher Guide a b c d e f g h i j k l m n o p q r s t u v w x y z a b c d e f g h i j k l m
More informationUsing 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 informationWhy Pay Attention to Race?
Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several
More informationQUICK START GUIDE. your kit BOXES 1 & 2 BRIDGES. Teachers Guides
QUICK START GUIDE BOXES 1 & 2 BRIDGES Teachers Guides your kit Your Teachers Guides are divided into eight units, each of which includes a unit introduction, 20 lessons, and the ancillary pages you ll
More informationGrade 4: Module 2A: Unit 2: Lesson 4 Word Choice: Using Academic Vocabulary to Apply for a Colonial Trade Job
Grade 4: Module 2A: Unit 2: Lesson 4 Using Academic Vocabulary to Apply for a Colonial Trade Job This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
More informationRover 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