My e-Portfolio of Education

Welcome

2015-04-30T19:36:00.000-07:00

Welcome to my e-portfolio of education! You will find a few artifacts that I would like to share; these are products and samples of what I have learned as a pre-service teacher and undergraduate student. The toolbar to the right will guide you through my website. You may take any of my lesson plans as is or modify them to fit your curriculum and classroom. Feel free to shoot me an e-mail with any questions, comments, or ideas you have! Enjoy surfing my page :)
Sincerely,
Jamie Galgana

Fall 07

2007-11-21T21:30:00.001-08:00

Hello edublog! I haven't written since the summer, I know, and I can't blame it on all the schoolwork I've been involved in. I can't blame anything on not having enough time, when I really think about it, because time can be made for things one considers that important, right?
Well I've been working and active in my second Practicum. I was placed at Lunt Elementary in a 2nd grade classroom. My experiences this semester haven't been as inspirational as they were for Practicum I mostly because I don't think I have the same support I had last semester in terms of supervisor and cooperating teacher, etc. There have been four or more situations where my cooperating teacher had called off and I was either the substitute for the day, or had to sit in with a substitute and practically take over for the class. I didn't appreciate this and I don't think I have a good link of communication with my cooperating teacher.
At this point, I am looking forward to this semester ending and finally beginning my Student Teaching! Yesterday I was looking up a couple of schools in my neighborhood that I may be interested in trying to pick up my Student Teaching experience at. I wished I really had a say in my placement, but I'm also somewhat o.k. with the idea that I will go wherever they want me. The only downfall to that idea is the fact that I had an unpleasant experience this semester allowing them to place me as they pleased.
The highlights of the semester include teaching lessons and the courses I am taking at UNLV: Science Methods, Classroom Management, and Reading/Writing II. Today I finished up my last tutoring lesson for Reading/Writing II and I will really miss my tutee; he was great to work with. Science is interesting and excites me to incorporate science with my students. I was so relieved to take Classroom Management finally! I had wished I took it last semester because I felt that I could have used more instruction on how to manage a classroom, but I am using what I have learned this semester as it applies.
I feel like I could be more of a superwoman when it comes to my learning experiences, but I think I'm making some good progress at the rate I'm going and with the maintenance of my regular life still in place. There will be a moment when I become a superwoman without hesitation; I look forward to it! In the meanwhile I'm holding up and getting everything done that needs to be done. This summer I have plans to travel in Europe! Hopefully I'll get a job as soon as school is over and can relax over the summer before I finally begin my teaching experience!

Bored

2007-06-21T00:10:00.000-07:00

I have been busy all summer with work and summer school, but really miss my education classes. For the Summer Session I took Nutrition 121 and am currently taking History 362 for a couple of credits that I need to finish up. I have been to dinner a couple of times with my friend who is taking her second practicum over the summer and I'm so envious of her! I really feel like I'm not as involved with school as I was for the past two semesters and, in a way, I feel bored without the College of Education in my life. :(

I worry that I might forget a lot of what I've learned over the past two semesters, but have told myself that I'm only taking a short break from all of that. I plan on reading at least one good book relative to teaching over the summer to re-spark my desire to teach. It isn't as if the spark has died down, it just feels like it's burning on the back burner over the summer. I know the second I'm placed in a classroom I'll get all giddy again and back in my teacher mode. I still don't know if I'm going to teach in Las Vegas, but that is what will most likely happen.

I miss talking pedagogy with my peers.

Why art education?

2007-05-28T00:04:00.000-07:00

I should really ask myself why I am considering becoming an art teacher. I've narrowed it down to these perks but also have a few comments on the topic.

I am interested in teaching art because I will start higher on the pay scale (which isn't a bad thing, but will take me more schooling). One aspect about teaching art that I would look forward to is the opportunity to teach the different grades within a day and throughout the week. I enjoy the idea of reaching many students and being known as a specialist that meets with all the students on a regular schedule. I feel that I can help many students experience art in ways that are new to them and I would also be interested in integrating the teachers' curriculums into my lessons.

My practicum teacher asked me why I'm not pursuing art education and I replied that I would rather teach in the mainstream classroom and integrate art in my class. She understood. In a way, I still feel this way and know that I'll miss teaching math, science, social studies, reading, and writing. Teaching several students throughout the year can be refreshing but it could also become too laborious or too plain. I do somewhat feel that my placement is in the regular classroom because I would also enjoy having my own set of students in all the areas.

Maybe I won't become an art teacher, but the idea is so appealing!

UNLV for graduate school

2007-05-27T23:52:00.001-07:00

I found a student who is graduating this year from the RISD program I was thinking about applying to; I shot her a few questions via e-mail to see what she thought about myself applying as an Elementary Education graduate with no arts courses and, in simplest terms, she responded that it wasn't a good idea. The school is an art school and their graduate courses build on the basis that students have a solid foundation about artistic principles. I was a little bummed about this and am still uncertain whether I will try to apply anyway.

On top of this information, I was browsing UNLV's graduate school website and found a similar program for Art Education. I think that it is more reasonable to stay in Las Vegas for a little longer and maybe look for scholarship opportunities through the university. Moving away for a year and spending $30,000+ on my degree would not be cost effective and a little unreasonable seeing that I am living in a house right now where I am helping pay the mortgage. I figure, the longer I live in this house the more I can earn when trying to sell it (hopefully).

I know that I've been wanting to teach immediately after I graduate but something worries me about not pursuing further education immediately. One of my professors this year suggested taking a year off and then going back for more schooling. A hard part about going straight into a Master's degree is the fact that a good portion of the curriculum requires me to analyze real student work (which is more attainable from my own students). I still don't know what I'm going to do when I graduate but it's looking like I'll be staying here for a while. I'm nervous about life post-college and almost want to stay in school forever so I don't have to think about a career! (jk) But it is a nerving.

RISD

2007-05-17T01:17:00.000-07:00

I am thinking about applying to the Rhode Island School of Design in Providence for graduate school. The school has a program for a Masters of Arts in Teaching (MAT) degree. This one year program has a curriculum that sounds exciting and the idea, in general, really intrigues me! Here is a summary of what MAT is about:

Students in Art + Design Education are passionate about their disciplines andcommitted to the work of transforming art education in k-12 schools, museums and community settings.
This intensive one-year program (MAT) enables students to earn certification as k-12 art teachers. Educational theory is advanced through a variety of personal teaching experiences,
such as planning and teaching classes to high school students in a risd Museum program; creating a learning adventure for students at a public elementary school; and completing six-week teaching experiences in both elementary and secondary public schools. Through the Interstate Compact, risd’s mat graduates meet requirements for recommendation for certification in k-12 art instruction in at least 44 other states.

How did I hear about RISD?
One night I was researching information on Jarrett J. Krosoczka, one of my favorite children's book illustrator/authors. I found out he had attended RISD and thought I'd check out what it's like. (I can't wait for Punk Farm on Tour to come out in !!!)

What would I do next?
If I were to complete this degree I would love to begin working on some children's books and teaching either in art or in the general classroom. I am worrying about how I will afford this school and even if I will be accepted; additionally, I have been wondering whether or not I should begin teaching as soon as I earn my bachelor's degree in Elementary Ed this coming Spring. I believe I'll apply anyway and see what happens. It's one of those situations where I feel I have to do it now or else I may not come back to the chance later. Leave me a comment if you know anything about RISD's MAT program or have any advice.

What is my edu-blog?

2007-05-17T01:11:00.000-07:00

I have decided that I want to keep an edu-blog of updates in my academic life such as questions, curiosities, wonderings, or thoughts I have pertaining to education. All posts will be included in this section of my e-portfolio.

Favorite Links

2007-05-07T12:16:00.000-07:00

I am still working on a del.icio.us site where I can put all of my favorite links. For now, you can check out some of my favorite links at my old website.

ABCs of Evaluation

2007-05-07T11:42:00.000-07:00

The ABCs of Evaluation book has helped me in incorporating a variety of formats when assessing my students. The reading outlines an activity for each letter of the alphabet that can be used with students in a way that helps me determine what they know and have learned, and helps the student reinforce the content or put the content into practice. I liked the reading because it offers methods in involving students actively in an assessment much more differently than the standard pencil-paper testing approach.
I have included my outline of the ABCs of Evaluation.

ABC’s of Evaluation Part Two offers a variety of assessment tools that can be used in the Social Studies curriculum or even in other subject areas. The variety of strategies appeals to the varied types of learners: kinesthetic, cognitive and affective.
A: Agree/Disagree clarification cards: These cards are useful in helping students determine their stance on a certain topic. It helps the students have a better understanding of their preferences, areas of agreement and areas of curiosity.
B: Bloom Constructed Tests: Teaching students the different levels of bloom help them create questions in each area and can teach the students the value of each type of questioning.
C: Collaborative test-taking: Working cooperatively is often appreciated by students. By having students work together on a test they are able to share their knowledge and help clarify things for their peers who may be confused. It is a great opportunity for students to also make judgements on others’ arguments.
D: Discussion: Interactive discussions are critical in a healthy classroom. Having students share their ideas and supporting their thoughts can open up the cognitive and affective domains of students.
E: Evidence via Symbol/picture representations: Providing students with symbol and picture cards can be incorporated in an exercise where students make metaphors. Offering students an opportunity to look at something and make a relationship given some options can be useful for students to begin looking and thinking outside the box.
F: Fact finding through fraternizing: In this assessment method students work in teams and each have a portion to learn about given on a card. The students must understand the concept and then share these new learned items with members in their group. Each student is responsible for not only teaching but also learning from their classmates.
G: Group processing skills: This skill teaches students the importance in group relations. Students may focus on a skill of the day, such as “inviting others to contribute”, in their discussions and talk afterward of their progress.
H: Hard-core judgments using starter statements: Starter statements are a great way to guide students. These statements can be incorporated in different subject areas and often help students determine their attitudes about concepts. An example of a starter statement is: My favorite shirt to wear is... because...
I: Inquiry lecture techniques: Breaking up a solid lecture can be beneficial in a classroom setting. One technique is to offer a question which students are to respond to at different intervals throughout a lesson. Additionally, this question may be answered at the beginning and talked about throughout or afterward.
J: Jeopardy Style Testing: This is a popular style for reviewing because it is uncommon. The students are presented an answer to which they are to create a question. It is an effective technique especially when there may be several questions to which a particular answer can be the response.
K: Kinesthetic testing tactics: This tactic allows the kinesthetic learners to construct their own understandings through grouping. Nine cards with different terms are faced down and mixed. They are then organized in a 3x3 matrix and the student is to create a phrase that can be used with the three words across into a cohesive sentence.
L: Learning project poster: Learning project posters are a great visual aid for students and helps them see their contributions to a final project. With a learning poster the students are given a number of pages that would arrange into a larger page. Areas of the poster are to be filled in with information that the students research or learn throughout a lesson.
M: Measurement through contracting: Contracts are successful because they encourage the students to see their goals and make up their final grades. These are often laid out as outlines or timelines of what the student is to accomplish over a specific amount of time; they become accountable for what they complete and what they do not complete.
N: Negotiable read/relate options: Reading and relating offers a variety of assignments from which the students can choose. After reading a short passage on a left hand column the relate portion to the right details a short project that the students can link to the reading.
O: Observations: In determining a students’ success, observations are a convenient way to make decisions. With observations there is often a checklist of behaviors that suggest the student is engaged and learning. They can be observations of a student or observations that students make themselves on their peers or even on the teacher.
P: Portfolios: Portfolios are one of my favorite methods of assessment. These items can show growth over time and are constructed with the students’ work and choices of items. Often, these booklets contain brief descriptions of the items included and the reason why it is included.
Q: Quotation reactions: Quotations are a great way for students to think about language and of content. These words and thoughts of famous people act as springboards for reflective thinking and can open up a students’ perspective by supporting or negating the phrase.
R: Response cards: Response cards are useful for a teacher in determining each students’ progress. These cards can either be a blank whiteboard/slateboard for each students to respond to or cards with multiple choice letters. A teacher then asks students a question and they raise their responses.
S: Satisfying case studies: By offering students a short but meaningful scenario they have a chance to practice their new skills and knowledge. Usually case studies offer a set of conclusions or solutions of which the students eventually come to. Having a realistic setting is important for students to understand the authentic application of what they learn in the class.
T: Tic Tac Toe gameboards: I like this method of assessment. The students are given a copied tic tac toe gameboard with different concepts, terms or questions within each cubicle, all relating to a topic. As two students play, they may lay down their X or O if a correct answer is given. One student is the scorekeeper and answer checker and the students switch. This technique is an interactive and “fun” approach to reviewing.
U: Undertaking project evaluations: As opposed to an end-of-unit exam, students can be offered the opportunity to create a project that clearly illustrates his/her understanding of the delivered content. The students are given specific guidelines of what their project must include but the rest is determined at their own discretion and creativity.
V: Value related exercises: This strategy is effective in the affective domain. Students are given an activity, such as “Board of Directors” where each student is to talk about a topic like adults and in a formatted discussion. Other activities that are value related help students determine their beliefs on character traits.
W: Ways to use journals and logs: Learning logs are notebooks where students can write notes on what they’re learning in class or during lectures and from information learned in textbooks. These logs are a good place for students to write something down that they can reference later. Journals are useful especially with literature because it gives the students an outlet where they can discuss their feelings and responses. Additionally, journals are healthy for students to spend some time with their writings and make reflections.
X: Examples of skillpacks: Little Frog Publications offers a recording sheet and cards for different topics. Students are expected to score their answers and place incorrect answers at the bottom of a pile where they are to learn from their wrong answer. These cards come in varieties of topics and offer students chances to get all answers correct.
Y: Yes/No or Either/Or choices: Providing students with a forced choice option can help them clarify their values. These phrases are usually creative ones where students know the items in the question but are applying them in an unfamiliar manner. For examples, one choice might ask a student: Are you more like a light bulb or a kerosene lantern?
Z: Zest for Pair and share testing teasers: This strategy involves groups of four students working together. Each group is given one topic that is divided into sections; then, students are each expected to read the first portion of the card, make a reflection on the second card, trade with a partner the new found information and work as pairs to create a small group project or activity.

About Me

2007-05-03T12:23:00.001-07:00

Hello! My name is Jamie Galgana and I am an undergraduate student at the University of Nevada, Las Vegas. I am studying Elementary Education and expect to graduate at the end of the Spring semester of 2008. The methods courses I have taken prior to and concurrently with my practicum have strengthened my desire and confidence in ability to become a highly qualified teacher.

I plan on using my creativity to lure students into wanting to learn and believe that all students can learn when motivated. I have learned how to write effective lesson plans and use a variety of techniques in teaching that suit the needs of different individuals' learning styles. I feel that the university has prepared me to become a successful educator of elementary school students and I believe I will do this with confidence.

While teaching in the Elementary classroom I plan on pursuing my education and professional development. I anticipate receiving my doctorate degree and perhaps teaching at the collegiate level. I would love to impact pre-professionals in a way my professors have done me. Additionally, I hope to exercise my creative talents in writing and illustrating of children's literature. These ambitions have been mine for some time now and I hope to achieve them. I believe myself to be a hard worker and always expect to produce outcomes of which I am proud.

Rainforest Unit Plan

2007-05-03T01:47:00.000-07:00

This is a unit plan I am very excited to teach because it is something that I am passionate about. I really believe that students will be interested to learn about the rainforest and can be promoters of deforestation awareness. The unit plan focuses on the topics of the different rainforests of the world, its layers and life within, indigenous peoples, economic value of its resources and deforestation and conservation. Feel free to take or modify this unit plan to fit your curriculum or time frame. The main topics that I focused on throughout the unit are the concepts that I believe are most accessible for students. I've also included a couple of images from my visit to the Rainforest Biosphere at Vanderburg ES.

Unit Plan

I. Descriptive Characteristics
Unit Title: Rainforests
Grade Level: 5
Number of Days Required: 5
Time of Year Presented: April

II. Rationale/Overview

Primary Unit Goal:
Students will compare the rainforest biome with their own desert biome. Throughout the unit, the students will examine concepts of interdependence within a rainforest ecosystem, coverage at a global perspective, and protection/ preservation issues and contributions.
Justification for Time of Year:
April is the month that Earth Day is celebrated. A unit on rainforests during this month can incorporate this celebration and bring both topics into a same context.
Importance for Unit from Child’s Perspective:
Students will know how they can make positive influences toward preservation and can use the information they learn as a sharing tool and awareness lesson. In addition, they will have the opportunity to go on a field trip where they can witness a rain forest biosphere.
NCSS Standards Addressed:
(I) Culture
a. explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns
d. compare ways in which people from different cultures think about and
deal with their physical environment and social conditions
e. give examples and describe the importance of cultural unity and
diversity within and across groups
(II) Time, Continuity, & Change
d. identify and use various sources for reconstructing the past, such as
documents, letters, diaries, maps, textbooks, photos, and others
(III) People, Places, & Environments
a. construct and use mental maps of locales, regions, and the world that
demonstrate understanding of relative location, direction, size, and shape
b. interpret, use, and distinguish various representations of the earth, such
as maps, globes, and photographs
c. use appropriate resources, data sources, and geographic tools such as
atlases, data bases, grid systems, charts, graphs, and maps to generate,
manipulate, and interpret information
h. examine the interaction of human beings and their physical
environment, the use of land, building of cities, and ecosystem changes in
selected locales and regions
(IV) Individual Development & Identity
d. show how learning and physical development affect behavior
h. work independently and cooperatively to accomplish goals
(VII) Production, Distribution, & Consumption
a. give examples that show how scarcity and choice govern our economic
decisions
i. use economic concepts such as supply, demand, and price to help
explain events in the community and nation
j. apply knowledge of economic concepts in developing a response to a
current local economic issue, such as how to reduce the flow of trash into
a rapidly filling landfill
(VIII) Science, Technology, & Society
b. identify and describe examples in which science and technology have
led to changes in the physical environment, such as the building of dams
and levees, offshore oil drilling, medicine from rain forests, and loss of
rain forests due to extraction of resources or alternative uses
c. describe instances in which changes in values, beliefs, and attitudes
have resulted from new scientific and technological knowledge, such as
conservation of resources and awareness of chemicals harmful to life and
the environment
d. identify examples of laws and policies that govern scientific and
technological applications, such as the Endangered Species Act and
environmental protection policies
(IX) Global Connections
b. give examples of conflict, cooperation, and interdependence among
individuals, groups, and nations
d. explore causes, consequences, and possible solutions to persistent,
contemporary, and emerging global issues, such as pollution and
endangered species
e. examine the relationships and tensions between personal wants and
needs and various global concerns, such as use of imported oil, land use,
and environmental protection
(X) Civic Ideals & Practices
e. explain actions citizens can take to influence public policy decisions

III. Scope and Sequence

Day 1 Theme: Rainforests of the World
Objectives:
(5)3.15 identify the criteria used to define different types of regions [NS 2.5.7]
(5)3.1 use maps and map features, including directional orientation, map symbols, and grid system, to identify and locate major geographical features in Nevada and the United States [NS 1.5.1]
(5)3.2 identify the characteristics and purposes of different maps and
globes [NS 1.5.2]
(5)3.4 construct maps, charts, tables, and graphs to display information
about human and physical features in the United States [NS 1.5.4]
(5)3.40 locate and gather geographic information from a variety of sources
[NS 7.5.2]
(5)3.41 create complex maps, graphs, tables, or charts to display
geographic information [NS 7.5.3]
(5)3.42 investigate and interpret information from a variety of geographic
sources [NS 7.5.4]
Activities:
Anticipatory set: As students enter the classroom rainforest themed music will be playing. The class will be surrounded with images of rainforest plant and animal life. Students will examine a climate map and make predictions and develop questions about tropical areas. A transparency of the world’s rainforests will be placed on top of a transparency of the climate map. Using their textbooks, students will identify the continents that house rainforests and ponder the relevance of rainforest regions relative to the equator. Rainforests around the world will be introduced and discussed. Characteristics that define a rainforest, temperature and rainfall, will be explored. Students will analyze varieties of charts to create a rainfall and temperature line graph (math skills).

Day 2 Theme: Forest structure and life within
Objectives:
(5)3.18 identify the parts of different ecosystems, including soil, climate, plant life, and animal life [NS 3.5.3]
(5)3.19 describe the biodiversity of different ecosystems on Earth [NS
3.5.4]
Activities:
As a class, the students will construct a mural of the rainforest layers(strata) with labels and short descriptions. They will understand the categories of animals as herbivores, carnivores or omnivores and make connections about how the inhabitants of a rainforest rely on one another for support and survival; especially relationships between plants and animals and insects. The ABC picturebook (trade book), A Walk in the Rainforest by Kristin Joy Pratt will be read aloud, noting the subtexts that provide information. Students will really explore this concept of interdependence through examination and discussion.

Day 3 Theme: Indigenous Peoples
Objectives:
(5)3.9 describe physical and human features and cultural characteristics of
places and regions in the United States [NS 2.5.1]
Activities:
Students will study the indigenous peoples of the Rainforest. They will develop understandings of slash-and-burn agriculture, survival, and knowledge obtained by the rainforest’s human inhabitants. The topic of colonists migrating to the region and the effect on the rainforest and its indigenous peoples will be discussed. Students will form into groups and begin reading The Vanishing Rainforest (trade book) by Richard Platt. They will keep a reading journal (language arts).

Day 4 Theme: Economic Value
Objectives:
(5)3.3 read and derive geographic information from photographs, maps,
graphs, and computer resources [NS 1.5.3]
(5)2.9 demonstrate an understanding of supply and demand in a market [NS 3.5.2]
(5)2.17 identify the resources needed for production in households,
schools, and community groups [NS 6.5.1]
(5)2.20 recognize the three types of productive resources: natural (e.g., minerals) human(e.g., educated workers) and capital (e.g., machinery) [NS 6.5.3]
(5)3.37 discuss a geographic issue from more than one point of view [NS 6.5.3]
Activities:
The students will view slideshows as groups on the computers in the great
room (advanced technology) of images depicting uses of rainforest
contents (furniture wood, exotic pets, farmland, medicine). They will be asked what they suppose is the common thread between these images. The students will come together and discuss their findings and hypotheses. The concept of economic value will be introduced. A pro and con chart will be constructed and students will write a short opinion paper on their stance on the topic (language arts). Students will continue reading The Vanishing Rainforest in their groups and writing in their journals.

Day 5 Theme: Deforestation/Rain Forest Conservation
Objectives:
(5)3.26 investigate an economic issue by asking and answering geographic
questions about location [NS 4.5.6]
(5)3.31 describe places in the United States where the physical environment has been altered by technology [NS 5.5.3]
(5)3.32 explore the impact of human modification of the physical
environment on the people who live in that location [NS 5.5.4]
(5)3.38 describe a geographic issue and the possible impact it could have in the future [NS 6.5.4]
Activities:
Student will review the economic valuables housed by the rainforest and
investigate the impacts of deforestation. The students will examine the idea of extinction through articles and other educational texts. Next, the students will generate solutions to saving rain forest plants and animals and then discuss conservation tactics. We will begin the process of cultivating rainforest seeds from Costa Rica, collected by the local people as a source of income and an incentive to protect the rain forest (science). If students display an interest in contributing, we can, as a class, develop a method or activity that we can execute (writing letters for contributions, starting a rainforest fund raiser, etc.)

Day 6 Theme: Culminating experience
Objectives:
(5)3.18 identify the parts of different ecosystems, including soil, climate,
plant life, and animal life [NS 3.5.3]
(5)3.19 describe the biodiversity of different ecosystems on Earth [NS 3.5.4]
Activities:
Students will visit the John C. Vanderburg Rainforest Biosphere (primary
source) in Henderson, NV. After the students receive the tour, they will
choose an item either in the biosphere or in the museum which they find
particularly interesting. The students will make a sketch and write a short
connection paragraph of the item to the information they have been
studying throughout the unit. Attempts at rain forest conservation will
continue.

Pollution and Water Conservation

2007-05-03T01:37:00.000-07:00

Unit Overview: This is a lesson formatted to fit into a unit on pollution. Emphasis will be placed on reducing, reusing and recycling natural resources and waste. Students will delve into an extensive study of land, water and air pollution and discover some major concerns, impacts and ways of responding to pollution.
I. Goal: At the conclusion of this lesson, students will be able to:
Understand the importance of reducing the use of resources
Calculate how much water is used daily, weekly and monthly when flushing the toilet
Determine how to calculate the amount of water saved when reducing water use
Brainstorm other ways to reduce waste
II. Subjects(s):
Earth science/Ecology
Math
English
Social Studies
III. Grade level: 5th grade
IV. Anticipatory Set: Two days before this lesson, students are given the assignment to tally the amount of times the toilet is flushed in their household during one day. As the students enter, they are expected to write their names on the board under the corresponding column whose range includes their amount of tally marks. Have them take their seats afterward and instruct them to observe the table.
0-5 flushes
6-10 flushes
11-15 flushes
16-20 flushes
20+ flushes
Are there any trends you notice with the table?
There are a lot of people within 6-10 flushes
There are few (or none) under 20+ flushes
Why might the people at the higher end of the table have more flushes in a day?
They have a bigger family
Someone was sick that day
Because we’ve been studying pollution and resources, why might I have had you do this assignment?
V. Nevada Standards:
N.5.A.5 Students know how to plan and conduct a safe and simple investigation.
N.5.B.3 Students know the benefits of working with a team and sharing findings.
1.5.1 Describe how scarcity requires a person to make a choice and identify a
cost associated with the decision.
1.5.4 Add and subtract decimals; multiply and divide decimals by whole
numbers in problems representing practical situations.
3.5.6 Identify equivalent periods of time, including relationships between and
among seconds, minutes, hours, days, months, and years (e.g. 60 sec = 1 min).
5.5.6 Write short expository texts that speculate on cause and effects and offer
simple persuasive evidence.
Differentiated learning outcomes
Behavioral Objectives
Above grade level: At the end of the lesson, students will calculate the amount of water
used and saved in a year, month, week and day.
At grade level: At the end of the lesson, students will calculate the amount of water used
and saved in a month, week and day.
Below grade level: At the end of the lesson, students will calculate the amount of water
used and saved in a day.
Assessments
Above grade level: When the student submits the homework, a detailed explanation of the math results is written.
At grade level: When the student submits the homework, a conclusion is determined
mathematically.
Below grade level: When the student submits the homework, a conclusion is determined
based on observation and hypothesis.
VI. Procedures:
The students are divided into groups formed around the results from the anticipatory set and will each be given a short worksheet. They are to watch the video I have prepared showing how much water is in a toilet tank and are asked to fill out the worksheet with their previous night’s findings and the result from the video (lines one and two).
As a class, I will walk through an example on the overhead with my personal results. [Demonstration] The mathematical method I use will be worked out on an overhead or whiteboard to encourage the students how to solve their results. Throughout the demonstration, I will be describing my thought process verbally to reinforce previously learned math skills (multiplication with decimals and whole numbers). [Cooperative Learning] The students are then given ten minutes with their groups to fill out their own worksheets and compare results for accuracy.
Next, I explain to the students that over the weekend I had read an experiment book that taught me how to reduce the use of water. The students will be educated briefly on how the toilet automatically refills itself with water to a certain level. The concept of displacement will be introduced as a means of saving water:
If I placed something into the tank, will the water still be filled to the same level if it’s programmed that way?
Yes
Who can explain how we can reduce water use now that we know this information?
If something is placed inside the tank and it fills up to the same level each time, then we’re saving that much water per flush.
If the students have difficulty answering this question, I will go into more detail until I’ve recognized everyone has understood the concept. The students will be posed a situation where two liter bottles filled with gravel are placed inside a tank. I will give the students a rounded measurement of liters to gallons (2 liters = 0.5 gallons). [Cooperative Learning] Joined back in their groups, they are then expected to calculate how much water is saved daily if the tank uses 0.5 gallons less per flush. Method: subtract 0.5 gallons from the amount of gallons in a tank (1.5) and then multiply that result with the number of flushes per day. This result will be subtracted from the previous daily calculations to determine how much water is saved. Students will also be questioned on another technique they could use to solve this questions (simply multiplying 0.5 by the number of flushes per day to determine how much is saved). As a class, discuss results and talk about the topic and its influences/impacts.
Teacher Behaviors:
Facilitating students with their math computations and questions by walking around the room, asking the students probing questions to short responses, and verbally working out problems to encourage strategy use.
Student Behaviors:
Working cooperatively with peers to come to conclusions and to check for accuracy. Students use each other as a resource and also participate actively in their learning by using data from their personal homes.
VII. Resources/Materials:
Video showing students how to siphon the toilet tank (can be conducted at home using: video camera, toilet, 5 ft plastic tubing, three gallon bucket, or can be accessed at coe.nevada.edu/jgalgana under Lesson Plans> Reduce, Reuse, Recycle)
White board and markers
Worksheet and pencil for each studentVIII. Six target questions identified by Bloom’s taxonomic levels:
These questions will be used throughout the lesson.
KNOWLEDGE: Record the measurement from the video onto your worksheet.
COMPREHENSION: Who can retell what it means to reduce?
APPLICATION: Calculate the amount of water saved on a daily basis when the toilet tank is filled with two liter bottles.
ANALYSIS: Detect other resources that can be reduced in a different or similar fashion.
SYNTHESIS: Develop methods for reducing gas use.
EVALUATION: Decide which method we’ve discussed today that is most realistic for you to practice.IX. Anticipated length of time for lesson: One hour and twenty minutes.
X. Closure
As a review, an overhead brainstorm will be completed with the class defining Reduce and branching out into resources that can be reduced and methods in saving. For homework, the students will be given a half sheet with directions for determining water use for showers and baths.

Philosophy of Inclusion

2007-05-03T01:28:00.000-07:00

Including Students with Special Needs

Research has brought me to understand the concerns about inclusion in the school system. Inclusion is presently understood as including disabled people into everyday life by means of various forms of education and preparation for professional life and active participation in the life of a society (Katarzyna, 2006 Balcerek, 1986). Clark mentions that there is difficulty in housing one educational system for all (2005), suggesting a considerable amount of concerns to identify and accommodate to work effectively. Marilyn Friend proposes that the students’ disability, age and cultural background; the attitude and education of the teachers; the commitment and participation of parents; and the degree of support from the school and community all influence positions on inclusive practices (2006). Much of what I am using to support my advocacy of inclusion keeps these areas in mind. The core concentration of my position, however, interprets the influences in context of the social and educational concerns in circumstances of inclusion.

Not only am I an enthusiast for Vygotsky’s social-constructivist theory, I also support social development on a personal level. In the article by Clark, there is mention of how mainstream schools reflect the real world for students with special needs. With segregated schools for students with special needs, the real world will not be accurately represented for the students (2005). These areas are addressed in schools because most students with special needs, especially mental retardation, can often be successful after formal schooling so long as they are given skills to survive in the real world (Friend, 2006). What will these students do post education? Important skills that can be carried on into the real-world are lessons learned adequately in public schools.

Friendship is a key concept that I have recognized as essential in terms of inclusion and social development. Students with disabilities vary in response to their experiences of friendship in terms of school. One significant reason given for attending mainstream school is the opportunity for students to form friendships that will help them become known in their local community; another aspect of real-world relevance. These students who are included in the regular classroom can be more socially competent than their peers who are in segregated special schools (Clark, 2005).

Allison Price describes her daughter’s experience in a mainstream classroom in her response to the article Why We’re So Grateful for Inclusion. Because the town where they reside is so small, her daughter would have to travel farther to receive her special education if inclusion was not practiced in their neighborhood. Price argues that inclusion is greater than just an educational concept; it supports her daughter’s need and right to belong to a local community (Price, 2005). Opponents could argue that students in mainstream classes will not develop as personal friendships as they can in a segregated school (where students look past disabilities); but, with travel usually being a necessity for segregated schools, it is common for (often residential) students to lose contact or see much less of their friends during school breaks (Clark, 2005). The concept of community becomes remote.

Major arguments to the social development of students with special needs placed in mainstream classrooms involve acceptance and healthy self-esteem. I am understanding of these important concerns, however, I see acceptance handled in a multicultural employment. While I encourage multiculturalism in my classroom, I will also include the students who need special accommodations in my multicultural teaching. I will not tolerate prejudice in my classroom and will help to promote it in the school that I teach in. Self-esteem can be an issue that a student faces at any point in his or her life. Though I can see how self-esteem can be impacted more when a student has a disability, I plan on overcoming these challenges through individualized assignments that improve students’ self-esteem and confidence.

The educational concern when it comes to inclusive education primarily relies on the student outcomes. Inclusion is not in a student’s best interest if there appears to be no progress. Much research has been conducted, however, providing that educational outcomes for students in various situations show academic gains in comparison to their comparable peers in segregated special education classes (Friend, 2006).

One of the issues toward inclusive settings regards outlooks that teachers, parents and students feel about being prepared. In the article, Inclusion is hard – but worth it, Lamb states that some parents seek a special school place due to poor experiences in mainstream classes in the past. In addition, there is concern about the proper training teachers in a mainstream setting have in dealing with students with special needs (Lamb, 2005). Teachers are often prepared to assist students with learning disabilities, but feel unprepared when it comes to students with emotional or behavioral issues (Friend, 2006). The inadequacy in preparation follows that teachers feel they lack the skills and or time to differentiate and individualize their lessons (Clark, 2005).

My solution to this lack of preparation is simple; get prepared. Through my research, I learned that to effectively employ inclusion, the teacher must understand that student’s special needs and know where to find access for additional support (Lamb, 2005). I believe that access to additional support is vast and through school and community encouragement, a teacher can build a positive attitude about feeling prepared. With all the information sources currently available via internet, library, journals and paraprofessionals, a teacher working in an inclusive setting can find support somehow.

Additionally, the teacher is the model in the classroom. By modeling behavior that displays equality to all students, so that it is not apparent that any one student might take more work with, inclusiveness can become more appealing. All students in a diverse class need special attention. Teachers’ behavior has the strongest effect since it presents role models of relationships in a group (Schmidt, 2006). I believe that preparation in being a strong role model motivates both the students and the teacher in facilitating inclusion successfully, proudly and effectively.

The students’ attitudes should not be overlooked in respect to educational concerns. In one interview of a student with a physical disability, it was mentioned that he thinks that segregated special schools offer less academic education (Clark, 2005). This is insightful information because it comes directly from the student. Perhaps the reasoning for his thoughts is the focus of what he feels he will be taught at a school specialized for students with disabilities. Without complete access to the public school curriculum, he feels disadvantaged merely for having a physical disability.

Lastly, some bring up the issue about inclusion affecting students without disabilities. It can be argued that students who need special attention deter the development of the students who do not need the special education. I disagree with this argument. I think that an effective inclusive teacher can individualize the curriculum for each student. So, in theory, the student without a disability, or even the advanced student, will be just as catered to as the student with a disability. "Although only a few studies have been reported on the impact of inclusive practices on typical students, they suggest that these students’ achievement is not hindered" (Friend, 2006).

My position on an inclusive approach to education is stern on its effectiveness. I hold the attitude that inclusion is a challenging responsibility, but one that yields many more benefits than using segregation as a solution. The qualified teacher clause of the No Child Left Behind Act is one that I think should identify quality in inclusive practices; if teachers are educated on where to access materials for teaching students with special needs, I believe the attitudes of teachers, students and parents will increase. Inclusion is all about understanding and having some concept of accountability. Where there are challenges, accommodations and adaptations need to be made; this is not specific to special education, it is for general and all education. My perspective supports inclusive education with commitment.

References
Curtin, Michael & Clark, Gill. (2005). Listening to young people with physical disabilities’
experiences of education. International Journal of Disability, Development and Education, Vol.52, No. 3, 195-214. Retrieved November 19. 2006, from UNLV Online Journal Subscriptions.
Friend, Marilyn & Bursuck, William D. (2006). Including students with special needs: A
practical guide for classroom teachers 4th ed. Boston, MA: Allyn & Bacon. Web site: www.ablongman.com
Krasona, Katarzyna & Jaszczyszyn, Elzbieta. (2006). Early education and inclusion
in Poland. Early Child Development and Care, Vol.176, No. 6, 621-630. Retrieved November 29, 2006. from UNLV Online Journal Subscriptions.
Lamb, Brian. (2005). Inclusion is hard – but worth it. The Times Educational Supplement,
4659, 26. Retrieved November 19, 2006, from UNLV Online Journal Subscriptions.
Price, Allison. (2005). Why we’re so grateful for inclusion. The Times Educational
Supplement, 4661, 25. Retrieved November 19, 2006, from UNLV Online Journal Subscriptions.
Schmidt, Majda & Cagran, Branka. Classroom climate in regular primary school
settings with children with special needs. Educational Studies, Vol.32, No. 4, 361-372. Retrieved November 29, 2006. from UNLV Online Journal Subscriptions.

Philosophy of Education

2007-05-03T01:27:00.000-07:00

The Way I See It

The beliefs and understandings I hold concerning the nature of the teaching-learning experience are supported by the methods and theories I believe to work most efficiently in my classroom. A definition of the goals and values I embrace structure the professionalism of my teaching. Because learning is such a delicate domain, my purpose as an effective teacher is to aid students’ development in a meaningful context with focus on the emergence of expert learners.

In essence, the students are the center of the goals I set in my professional career. According to Moore (2006) teaching is defined as "the actions of someone who is trying to assist others to reach their fullest potential in all aspects of development." As a teacher, my goal is to embody the characteristics of this definition. To me, the fullest potential of a student can be qualified through the discipline of self-directed learning (Moore, 258). To find success as a professional, I must nurture student self-direction by providing students with opportunities to have control of their own learning; having ownership of educational development. Ideally, my goal is to cultivate self-directed learning as a facilitator. By this, the student becomes the teacher of himself and I then become secondary in the process of intellectual growth. With this ambition, I will be successful having taught students how to learn because their advancement will be supported beyond the classroom.

My goals of self-directed learning and students becoming expert learners are founded on the theories suggested by Vygotsky. Though self-directed learning appears to be an individualized approach, I believe Vygotsky’s social-constructivist theory can stimulate self-directed learners through social exposure of other students developing their own self-direction. Woolfolk (2003) describes Vygotsky’s theory as one where learners appropriate outcomes from social interaction, cultural tools and activity (324). This theory is an elaboration of the basic constructivist theory.

The constructivist view has more correlation with my educational goals in that it encourages active participation of students in their own learning. Students working toward their personal investment create a sense of ownership to their learning. Constructivist theories are supportive of my concept of education connecting with the teaching methods and assessment practices I find significant.

I am a firm advocate of the integrated teaching methods. With the promotion of Vygotsky’s theory, one method I support and plan to use often is cooperative learning. This theory of teaching is one that I am fond because it allows students of mixed abilities to participate in each others’ development. Accountability and motivation are aspects that have the opportunity to be encouraged in this teaching method. Productivity can increase through cooperative learning and I believe it to be an integral part to the social-constructivism of my students.

An assessment format I am fond of is the portfolio. Perhaps my primary reason for my partiality to this assessment type is the self-reflection feature. I believe a growth portfolio persuades students to compare their works and generate an authentic reflection is a critical key to expert learning. Inspection of one’s personal development is a practice I hold in high regard; utilizing portfolios and suggesting ways my students can effectively evaluate themselves will enable an expert learner to emerge.

Multiculturalism is an attitude that I want to awaken in my classroom. Not only do I plan on integrating multiculturalism into my lessons, but I also intend on celebrating the multiple cultures in my own classroom and to promote student differences. Diverse learners come in all types and may require special attention for maximum growth.

Individualized instruction is a method of integrated teaching that can support the diverse developmental levels of students. I believe in an individualized approach to teaching because it tailors instruction to the unique needs of students (Moore 2006). The adaptation of pace, objectives, methods or materials can help me make instruction more appealing and more appropriate for the diversity in my class.

The involvement of parents and the community in my students’ educational development is an area where I can really employ my professionalism. I feel that as a professional, it is a part of my duty to inspire participation and commitment of older adults, parents, sibling and generally the whole community in my students’ education. I anticipate involving my students with their community and encouraging them to promote community awareness and consideration to those around them. Because I cannot directly touch as a whole community, I feel that teaching students to be mindful of the people they are around will expose awareness on my behalf.

Ultimately, the views I hold on educational development can only be validated through practice. With consideration of technology and the advancements we have been offered, the implications technology can have on the education of students is vast. I am continuing my life-long learning, and much of it is attributed to the world wide web. Personal interest in professional development has led me to believe that I have the dedication to becoming an expert learner. With this in mind, I feel that I am more credible as a promoter of teaching students to become successful learners themselves.

Author Study (10 day)

2007-05-03T01:23:00.000-07:00

These are the first 5 pages of my author study notebook on Ezra Jack Keats. If you're interested in the whole notebook to print out I can e-mail it to you, just send me a message. The purpose of this lesson is to focus on one author/illustrator. I have chosen a Caldecott Award-winner so the 10-day unit will also include a lesson on the Caldecott.

Flat Stanley

2007-05-03T00:48:00.000-07:00

Flat Stanley is one of my favorite characters I have met this semester! I loved reading his story because it inspired ideas related to social studies within me. I understand that the most common format of a lesson using Flat Stanley would be to mark places he has traveled to and learn a little about these places. This is just a general lesson. I've learned that such a basic framework can be modified in such a unique way for students that he becomes a personal friend to them.

I was first introduced to Stanley in the Spring 2006 semester having received a copy of him in the mail from my younger cousin living in California. During Spring Break I took Stanley with me to Santa Fe, NM and took some pictures as was asked of my cousin, giving a brief description of this place I've visited. At that time I did not understand that social studies encompassed geography and traveling but simply thought whatever lesson it might be was "cute".

After reading the story about Flat Stanley I was really excited to use him in future lessons. My philosophy of teaching stresses creativity in student learning. Though Stanley may be used in several classes I think it would be a neat idea for students to create a Flat cartoon version of themselves and decide as a class how they were going to travel the world. We can take off in several directions if we have the students choose to guide a curriculum. This all falls in place with my philosophy of constructivism in the social studies classroom.

I have included my outline of the story and an image of Flat Stanley eating pupusas (an El Salvadorian dish) with me and my boyfriend. Pupusas taste delicious! :)

Stanley Lambchop wakes up one morning to find that a bulletin board had fallen on him during his sleep and flattened him to half an inch thick. His being flat has made some things easier for him. For example, when his friend from California asks him to visit Stanley saves some money by being mailed instead of flown. When his mother drops her ring in the gutter, Stanley easily slips between the bars and is able to retrieve it. Arthur is Stanley’s younger brother. One day Mr. Lambchop takes out the boys and Stanley realizes that his brother is jealous of him. When they get home later that evening, Arthur is weighing himself down with encyclopedias hoping that he could also become flat. Later on, the two boys go to the park by themselves and Stanley decides that he will let his brother fly him like a kite. Arthur’s attention was brought somewhere else and he leaves Stanley who becomes caught in a tree. Stanley was very upset even after Mrs. Lambchop made Arthur apologize.Mr. Dart and his wife live in the same apartments as the Lambchops. Stanley decides to help Mr. Dart discover the thieves who have been stealing the paintings in his gallery by posing in a portrait. While he waits in a curly blonde wig and dress he finally catches the robbers and becomes a hero.Stanley’s popularity soon wore out and then children began teasing him for his size. One night he is so bothered by it that he starts crying and his younger brother hears him. Arthur has a great idea and pulls out a bike tire pump out of their toy box to try to help Stanley. The plan worked and Stanley was finally back to his normal size!

Philosophy of Social Studies Concept Map

2007-05-03T00:31:00.000-07:00

This concept map depicts my philosophy of education in the context of Social Studies. It may be difficult to read the tiny print so I have included an outline of my concept map. At first I thought this assignment would be somewhat difficult to flesh out my ideas but it was simple because I had a foundation of my general philosophy of education. After I revisited my beliefs I incorporated the Social Studies curriculum and my feelings of how to teach it to create this concept map.
Much of what I have written on this concept map has remained the same, but, because I've learned a lot throughout my Social Studies methods class this semester, I can add a few more details that are more specific to what I now know about students as learners.

Robot Project

2007-05-03T00:11:00.000-07:00

These are a couple of photos taken of a robot project I worked on in my Art Methods course this semester. I learned how an extended lesson on creating a robot can teach students about the properties and functions of the different organs we have. In building a robot with similar features of humans, the students have to use their creativity in re-creating these organs and learning about simple machines that help the organ service.

When we finally introduced our animal robot to the class our last assignment was to act out one organ doing its function. You can see these pictures and the other robots here.

American Revolution Photos

2007-05-03T00:00:00.000-07:00

These are photos from my Social Studies lesson on the British advantage over the Continentals. The students really enjoyed themselves and it was such a simple way to get the students up, moving, and involved. I will definitely make use of simple costumes again in my future lessons.

Oceans Photo

2007-05-02T23:50:00.000-07:00

When I taught my lesson on non-fiction texts half of the class created skits in small groups and the other half created the non-fiction features of this text page in their small groups.

This activity came from my Reading Lessons page and is a story from Trophy's.

Circles Photos

2007-05-02T23:48:00.000-07:00

These images are photos taken from my Math lesson taught on Line Segments and Angles in Circles. This was a great activity because the students were kinesthetically involved and enjoyed themselves while they were learning and reinforcing the new content.

The lesson plan for this activity can be found on my Math Lessons page.

Still Life Photos

2007-05-02T23:46:00.000-07:00

These images are photos that I took during the lessons in Art that I taught on Still Life. I had the opportunity to work with the Art class while my practicum students were on track break for two weeks. During this period I learned a lot about the interests students have in aesthetics and creation.

The lesson plan for this activity can be found on my Art Lessons page.

Rainforest Economic Value

2007-05-02T23:27:00.000-07:00

This written plan is a one day lesson in the context of the Rainforest Unit. It teaches students the reasons why the rainforest is used and helps them understand the economics behind the controversy of rainforests.

Unit Title: Rainforests
Lesson Title: Economic Value
Subject Area: Social Studies
Grade Level: 5

Purpose/Goal: Students will examine the uses and resources provided by the rainforest and learn the concept of economic value. They will formulate an opinion on valuable resources after weighing considerations.
Overview: Student will translate his/her opinion into a short paper using supporting details derived from a class pro and con graphic organizer.
Objectives:
(5)3.3 read and derive geographic information from photographs, maps, graphs, and computer resources [NS 1.5.3]
(5)2.9 demonstrate an understanding of supply and demand in a market [NS 3.5.2]
(5)2.17 identify the resources needed for production in households,
schools, and community groups [NS 6.5.1]
(5)2.20 recognize the three types of productive resources: natural (e.g., minerals) human(e.g., educated workers) and capital (e.g., machinery) [NS 6.5.3]
(5)3.37 discuss a geographic issue from more than one point of view [NS 6.5.3]
NCSS Standards:
(I) d. compare ways in which people from different cultures think about and deal with their physical environment and social conditions
(VI) f. identify and describe factors that contribute to cooperation and cause disputes within and among groups and nations
(VII) b. distinguish between needs and wants
c. identify examples of private and public goods and services
h. describe the relationship of price to supply and demand
i. Use economic concepts such as supply, demand, and price to help explain events in the community and nation
(IX) d. explore causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as pollution and endangered species
e. examine the relationships and tensions between personal wants and needs and various global concerns, such as use of imported oil, land use, and environmental protection
Needed Materials:
4 cut-outs mounted on construction paper of a mahogany chair, exotic pets, farmland and medicine (one for each table)
Inspiration and projection screen
Paper and pencils for essay writing (one pencil and a few sheets per student)
United Streaming Video: Deforestation
Africa’s Child: My Rainforest: Cameroon. Channel 4 (1999). Retrieved March 5, 2007, from unitedstreaming: http://www.unitedstreaming.com/
Procedure
Sponge Activity
At each table the students are placed in groups of three or four. They will inspect
a 4-series set of images that portray uses of the Rainforest’s resources.
Anticipatory Set
Ask Students:
What do you think these pictures all have in common?
How and where can we acquire these items?
Can we get these items anywhere else? Does it make it more valuable if we can’t?
Announce Outline/Objectives
Content Delivery
Identify each item displayed from the sponge activity and go into detail about its purpose and relationship to the rainforest. These characteristics will be listed at the bottom of an inspiration page.
Wood: Teak, rosewood and mahogany are durable and beautiful; commonly used to make furniture, cabinets and even ships (Teak is weather corrosion resistant, making it quite valuable)
Farm land: much of the land in the rainforest benefits farmers and
ranchers because it provides wide areas for grazing
Exotic Pets: Several exotic animals live in the Rainforest. When
animals like parrots and monkeys are captured they can be sold at high prices as a one-of-a-kind pet or for their body parts.
Medicine: Potential treatments of diseases such as cancer and AIDS are
found in the plants living in the Rainforest. Show United Streaming Video forwarded to 1:38
Can you think of anything else that we can use that comes from a resources of the Rainforest?
Activity
Concluding the identification of each item, the students will help construct a
pro/con inspiration spread on the uses of these resources.
Students will use the inspiration chart to guide the composition of an opinion
assignment. The students will choose a stance as their main idea for their
composition and include at least three supporting details. A completed
assignment includes a strong introduction and a summarizing conclusion.
Review
At the conclusion of class the students will speak about their choices. A panel of eight students will summarize either a pro or con of the four elements discussed; these groups will pull in other students and brainstorm on a large sticky sheet. All student input is encouraged.
Closure:
- Review outline
- Review objectives
- Assessment/Homework: Students will continue The Vanishing Rainforest and writing in their reading journals.
- "Teaser" for tomorrow’s lesson: Tonight I want you to think about what could happen if we continue to use these resources.

Rainforest Deforestation and Conservation

2007-05-02T23:06:00.000-07:00

I have chosen to include this lesson plan on deforestation and rainforest conservation because it teaches an important concept to students. After they have learned about the living things within the rainforest it has more of an impact on their emotions toward the rainforest. In this lesson the students have the chance to create a realistic solution to a problem and begin to implement it immediately. Along with the lesson, I have included some adjunct material images that you can print out and use in the lesson.

Unit Title: Rainforests
Lesson Title: Deforestation/Rain Forest Conservation
Subject Area: Social Studies
Grade Level: 5

Purpose/Goal:
Students will construct an awareness of deforestation and extinction. They will identify a problem and find different solution strategies.
Overview:
Students will examine the concept of extinction through primary sources and will
generate solutions to saving the Rainforest’s plants and animals. As a class, the students
will cultivate rainforest seeds from Costa Rica and learn that it is one attempt made to
protect the rain forest.
Objectives:
(5)3.26 investigate an economic issue by asking and answering geographic
questions about location [NS 4.5.6]
(5)3.31 describe places in the United States where the physical environment has been altered by technology [NS 5.5.3]
(5)3.32 explore the impact of human modification of the physical environment on the people who live in that location [NS 5.5.4]
(5)3.38 describe a geographic issue and the possible impact it could have in the future [NS 6.5.4]
NCSS Standards:
(I) d. compare ways in which people from different cultures think about and deal with their physical environment and social conditions
(II) d. identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others
f. use knowledge of facts and concepts drawn from history, along with elements of historical inquiry, to inform decision-making about the action-taking on public issues
(III) b. interpret, use, and distinguish various representations of the earth, such as maps, globes, and photographs
h. Examine the interaction of human beings and their physical environment, the use of land, building of cities, and ecosystem changes in selected locales and regions
k. consider existing uses of resources and land in home, school, community, the region, and beyond and how these changes may be connected to one another
(V) c. identify examples of institutions and describe the interactions of people with institutions
(VI) f. identify and describe factors that contribute to cooperation and cause disputes within and among groups and nations
(VII) b. distinguish between needs and wants
c. identify examples of private and public goods and services
d. give examples of the various institutions that make up economic systems such as families, workers, banks, albor unions, government agencies, small businesses, and large corporations
f. describe the influence of incentives, values, traditions, and habits on economic decisions
h. describe the relationship of price to supply and demand
i. Use economic concepts such as supply, demand, and price to help explain events in the community and nation
(VIII) b. identify and describe examples in which science and technology have led to changes in the physical environment, such as the building of dams and levees, offshore oil drilling, medicine from rain forests, and loss of rain forests due to extraction of resources or alternative uses
c. describe instances in which changes in values, belies, and attitudes have resulted from new scientific and technological knowledge, such as conservation of resources and awareness of chemicals harmful to life and the environment
d. identify examples of laws and policies that govern scientific and technological applications, such as the Endangered Species Act and environmental protection policies
(IX) d. explore causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as pollution and endangered species
e. examine the relationships and tensions between personal wants and needs and various global concerns, such as use of imported oil, land use, and environmental protection
Needed Materials:
- Video from United Streaming: Protecting the Rainforest
(Tropical Rainforest Habitat, The. 100% Educational Videos (1998). Retrieved March 5, 2007, from unitedstreaming: http://www.unitedstreaming.com/)
- Rainforest Seed Collection and Tropical Ecology Kit (purchased from http://www.microscope.org/life_sciences/botany/sb230.htm))
- Inspiration program and projection screen
Procedure
Sponge Activity
Last night I had you think about what would happen if we used the resources of the Rainforest. Watch this video and determine whether your prediction was right. Play video from united streaming.
Anticipatory Set
Ask the students:
What do you think? Was your prediction right?
Why would groups of people find ways to save the rainforest?
Announce Outline/Objectives
Content Delivery
What is deforestation?
What is extinction?
Can someone explain the tie between these two words?
Create an inspiration concept map of the suggested ways of preserving the rainforest mentioned in the video. Replay video and take responses.
Activity
Have students brainstorm at their tables one unique way that our class can contribute to saving the rainforest. I will mention that one way the indigenous peoples make money and protect the rainforest is by selling seeds for others to grow a rainforest ecology. Students will plant the seeds from the collection packages.
Review
Students will compare their solution strategies and the class will vote on one that they want to do, and create an action plan for making it occur. Each group will share their action plans with the class. We will review the reasons of deforestation and extinction and re-examine conservation attempts and strategies through oral questioning.
Closure:
- Review outline
- Review objectives
- Assessment/Homework: The students will finish the story, The Vanishing Rainforest and write a response in their journals.
- "Teaser" for tomorrow’s lesson: Tomorrow we have our field trip! I want you to recall the things we’ve been studying this week about rainforests and predict what you’ll be able to identify when we’re in the biosphere. If you have a parent coming, share what you’ve learned about the rainforest with him/her so he/she will be prepared.

Rainforest Unit Assessment

2007-05-02T22:43:00.000-07:00

This is an assessment that I've created for my students to share the content they've learned about the rainforest. The assessment is an assembly that the class will host for the whole school sharing information about the rainforest and promoting awareness. Additionally, the students have an opportunity through this assessment assignment to sell products that help save the rainforest and make other sales for their personal fundraiser for the rainforest.

I have chosen this assignment because it really involves the students and gives them a lot of responsibility. I think that learning about saving the rainforest is something the students would enjoy sharing with their peers and can encourage others to want to participate. This opportunity allows my students to express their true feelings and promote awareness; similarly, it offers an outlet for the students to work on their attempts to help the rainforest.

I understand that this activity takes a lot of preparation but I think it would really pay off. I would hope that the students would set an example and encourage the other classrooms to become involved with the whole school. I look forward to this assessment activity because I know that the preparation of the assembly will reinforce the content and concepts and in turn show in the final product.

I have included the CCSD CEFs relative to the assessment, the letter format that will be sent home to the parents, and the rubrics for assessment.

Unit Assessment CCSD CEFs *highlighted standards are ones activated through this assessment
(5)1.10 give examples of interest groups [NS 4.5.3]
(5)2.9 demonstrate an understanding of supply and demand in a market [NS 3.5.2]
(5)2.20 recognize the three types of productive resources: natural (e.g., minerals) human(e.g., educated workers) and capital (e.g., machinery) [NS 6.5.3]
(5)2.3 demonstrate an understanding that choosing a little more or a little less generates either a benefit or a cost [NS 1.5.3]
(5)2.10 identify the intent of advertisements
(5)2.13 explain the purposes for establishing for-pro. t organizations [NS 4.5.3]
(5)2.14 explain the purpose for establishing not-for-pro. t organizations [NS 4.5.4]
(5)2.17 identify the resources needed for production in households, schools, and community groups [NS 6.5.1]
(5)2.18 demonstrate an understanding that an individual can be both a consumer and a producer [NS 6.5.2]
(5)2.22 describe how income re. ects choices people make about education, training, skill
development, lifestyle, and careers [NS 6.5.6]
(5)2.29 read and interpret product diagrams
(5)3.3 read and derive geographic information from photographs, maps, graphs, and computer resources [NS 1.5.3]
(5)3.18 identify the parts of different ecosystems, including soil, climate, plant life, and animal life [NS 3.5.3]
(5)3.19 describe the biodiversity of different ecosystems on Earth [NS 3.5.4]
(5)3.20 investigate an ecosystem by asking and answering geographic questions [NS 3.5.5]
(5)3.26 investigate an economic issue by asking and answering geographic
questions about location [NS 4.5.6]
(5)3.30 describe ways in which changes in the physical environment affect humans [NS 5.5.1]
(5)3.31 describe places in the United States where the physical environment has been altered by technology [NS 5.5.3]
(5)3.32 explore the impact of human modification of the physical environment on the people who live in that location [NS 5.5.4]
(5)3.34 compare the use of the same resource in the United States with another place in the world [NS 5.5.7]
(5)3.37 discuss a geographic issue from more than one point of view [NS 6.5.3]
(5)3.38 describe a geographic issue and the possible impact it could have in the future [NS 6.5.4]
(5)3.41 create complex maps, graphs, tables, or charts to display geographic information
[NS 7.5.3]
(5)3.43 draw a conclusion by presenting geographic information in an oral or written report accompanied by maps or graphics [NS 7.5.5]

Letter to the Parents
Our class will be producing a Rainforest Awareness Assembly on Earth Day. The following components will be included:
Class Skits:
Rainforest introduction (6 students)
Endangered Species (5 students)
How you can help (4 students)
How you can help displays (3)
Try to buy things that are made out of recycled items. If there is an item with an unreasonable amount of wrapping, don't buy it. Don't buy products made from ivory, coral, reptile skins,tortoise shells, or cat pelts - help protect the endangered species of the rainforest.
A lot of beef used in fast food hamburgers comes from places where rainforests were cut (and continue to be cut) to make grazing land for cattle. Ask next time you buy a burger if they know where their beef was raised... you might educate them as well as yourself! Demand for wood forces poor nations to cut forests. Things made of tropical hardwoods (furniture, doors, etc.) may hurt the rainforests. See if the wood is marked as cut from "sustainable" forests - those are ones that are planted, harvested and replanted for commercial use.
Nuts/cookies/cereal and t-shirt sales (3 students)
Students will research food sales whose profits benefit rainforest farmers. A display will be made explaining how these sales prevent trees of the rainforest from being cut.
Students will brainstorm a t-shirt design promoting awareness; these will be printed onto iron-on paper and be sold as shirts decals during the assembly. All profits will go to RAN (Rainforest Action Network).
Entrance will be $1 or 2 recyclable items (bottles, cans, papers, plastic) (2 students at the door)
Students will contact the local recycling center and determine how to acquire recycle crates. The students will request to pick up a recycling crate for each classroom or great room.

Rubrics (print out)

Reading Lessons

2007-05-02T10:59:00.000-07:00

Estimated Time: approximately 1 hour and 10 minutes
Lesson Topic/Subject: Oceans/Reading
Grade Level: 5
Oceans and nonfiction text structure

I. Goal: Learn how to analyze the organizational structure of nonfiction text and strengthen their knowledge of ocean waves and tides.
II. Objectives:
The students should be able to:
(5)1.5 use context clues such as restatement, definitions, and examples to determine the meaning of unknown words [NS/PS 1.5.5]
(5)1.12 build vocabulary by expanding knowledge of word meanings
a. multiple meaning words
b. synonyms
c. antonyms
d. homonyms
e. content area words
(5)1.10 develop vocabulary through meaningful experiences (e.g. wide reading, discussion of word meanings, interactive activities, examples and non-examples)
(5)2.3 locate words and/or sentences to answer questions
(5)2.4 determine importance in stories
a. recall important details/facts of the text while reading
b. recall sequence of events
c. identify purpose
d. recall the main idea of text while reading
(5)4.1 use knowledge of format, graphics, sequence, diagrams, illustrations, charts, and maps to comprehend text [NS/PS 4.5.1]
(5)4.6 read and follow multi-step directions in order to perform procedures and complete tasks[NS/PS 4.5.6]
(5)5.8 use expanded vocabulary in writing
a. action verbs
b. adjectives
c. figurative language
d. transition words
e. synonyms/antonyms
(5)6.7 edit for use of Standard English [NS 6.5.5]
(5)6.9 share final drafts with a designated audience [NS 6.5.7]
(5)9.1 use specific and varied vocabulary and apply standard English to communicate ideas[NS 9.5.1]
(5)9.3 give organized reports that demonstrate a clear point of view and incorporate multi-media aids as needed for enhancement [NS/PS 9.5.3]
(5)11.5 present research findings using charts, maps, or graphs with written text [NS 11.5.5]
(5)3.1 organize an information product that presents different types of information in the most effective ways [NS 3.8.3]; [ELA/PS 2.5.3, 2.5.4, 4.5.2, 4.5.6, 5.5.1, 9.5.3]
(5)9.2 help to organize and integrate the contributions of all the members of the group into information products [NS 9.B.3]; [ELA/PS 10.5.4, 11.5.2]
(5)9.3 devise solutions to information problems that integrate group members’ information and ideas while participating actively in discussions with others, in person and remotely through technology with teacher’s assistance [NS 9.D.2]; [ELA/PS 10.5.1, 11.5.2]
III. Prerequisite learning or experiences: Students should know the basic information presented in the story Oceans.
IV. Materials:
One reading textbook for each student
One instructional reference card for each group (8) along with additional sheets for brainstorming and final copies (at least 1 per group)
One large butcher paper titled OCEANS for class spread
Glue or adhesive to mount student contributions to spread
One television, digital camera, and cords to project videos on screen
One pencil for each student
Whiteboard markers and whiteboards for role play (6)
Puzzles for each table cluster (6)
Book: What Makes an Ocean Wave? By Melvin and Gilda Berger and Tsunamis Killer Waves by Michele Ingber Drohan
V. Procedures:
a. Introduction: (5 minutes)
Students will assemble one simple puzzle at their desk without speaking to each other. These read: Main idea, supporting detail, supporting detail, graphic aid, sequence and vocabulary: multiple-meaning words. The students, when finished, will discuss what they believe their puzzle to mean and to determine how all the words relate to each other.
I will ask the Question of the Day: If you were writing an essay about the moon, what might be your main idea and supporting details?
b. Developmental Activities (40 minutes):
i. Overview (5 minute):
I will explain the different components of nonfiction texts with brief detail and examples, focusing on structure and organization.
ii. Activity Instructions (5 minutes):
Students will be given the instructions for the assignment. As a class we are to construct a "page" for an Oceans book to hang in our classroom. We will need the components we just reviewed.
Divide the class into 8 groups. Groups 1-4 will remain in the class, groups 5-8 will meet in the great room.
Instructional cards will be administered to the corresponding groups.
Groups 1/5: Comprehension; main ideas and supporting details
Groups 2/6: Graphic Aids
Groups 3/7: Sequencing
Groups 4/8: Vocabulary; multiple-meaning words
Groups 1-4 will work on the components that will be pasted on the class page while groups 5-8 will record a skit that describes and gives examples of the topic.
iii. Activity Development (30 minutes):
I will walk around the classroom and assist the students if they have any questions. I will remind them of the time they have left and ensure that all students are participating.
Fifteen minutes until the end of the activity I will record short videos of the groups in the great room.
c. Culminating activities:
- Students will sit back at their desks and we will look over the class page that we created. If there is time, some students from each group (1-4) may explain the content they covered.
- Students will watch the video recorded of groups 5-8 as a review and summary.
d. Extension:
- Students who finish early will work on enrichment worksheets that accompanied the text. They may also write sentences with the vocabulary words from the chapter.
VI. Student Evaluation:
During group work I will walk amongst the students and answer any questions they may have. In addition, I will offer suggestions to students who are struggling with ideas for their part. At this time, I may also reinforce the content for the students to gain deeper understandings. I can determine whether they have learned the content through their planning and discussion and I will intervene if I come across students who have confused the topic.

Math Lessons

2007-04-30T19:46:00.003-07:00

Estimated Time: 45 minutes
Lesson Topic/Subject: Comparing fractions and incorporating technology/Mathematics
Grade Level: 5
Comparing Fractions

I. Goal: Learn strategies effective in comparing fractions.
II. Objectives:
The students should be able to:
(5)1.9 identify fractional parts of regions and sets
(5)1.10 compare and order fractions and/or decimals with like and unlike denominators [NS 1.6.6]
(5)1.11 describe the place of fractions (including decimal notations) in the number system
(5)1.12 identify and/or generate equivalent fractions
III. Prerequisite learning or experiences: Students should know basic addition and be able to identify improper and proper fractions. Students should also understand the concept of ½.
IV. Materials:
· Math notebook for note taking for each student (retrieved from desk cubby)
· One overhead projector and projection screen
· 5 blank sheets of transparency paper for overhead notes
· Overhead marker
· One large whiteboard
· Whiteboard marker
· Fraction Circles (Model) kit from UNLV Curriculum Materials Library kit collection
· Overhead Dot Dice from UNLV Curriculum Materials Library kit collection
· Overhead Fraction Strips (Model) from UNLV Curriculum Materials Library kit collection
· Worksheet pg. 95 from textbook blackline master (one for each student)
· Textbook for each student turned to page 419 (retrieved from desk cubby)
· Teacher’s guide textbook pages 416-419
V. Procedures:
a. Introduction: Students will engage in creating a chart of activities recently experienced during recess earlier that day (transparency 1). From this chart, the students will work out the results into fractions which they will compare.
i. Which is greater, the number of students who played basketball or the number of students who jumped rope?
ii. What do you notice about the fractions we came up with? All have same denominator.
iii. Is there a way we can compare these proportions (fractions) with a symbol? Introduce or re-teach > < and =" (<"> 4/6
2. Does this work for improper fractions?
10/7 <> 5/3
5. Students derive second concept:
When the numerators are the same, the fraction with the lesser denominator is greater.

With a pizza, the more slices you’ll need to cut, the smaller each piece will be.

iii. Fractions relative to ½:
1. Have one student from each table stand up and orally name a fraction equivalent to ½.
Display the fraction strips chart I’ve created hiding behind overhead roll down screen.
In a loud voice and using the math terms we know (numerator/denominator), describe the relationship with these fractions. The numerator is half the denominator.
What would the denominator be for 120 if we wanted an equivalent fraction to ½? 240
2. Comparing fractions to ½
If I had 4/6, would I have more than ½ or less than ½?
Compare 4/6 > 2/8 (note: we don’t have the same numerators or
denominators but we can look at each fraction compared to ½)
3. If there is extra time, mention fractions relevant to 1 whole.
Compare 6/7 <>

Estimated Time: approximately 1 hour
Lesson Topic/Subject: Fractions and decimals/Mathematics
Grade Level: 5
Fractions and Decimals

I. Goal: Learn how to write decimals from fractions.
II. Objectives:
The students should be able to:
(5)
III. Prerequisite learning or experiences: Students should know how to write equivalent fractions and solve division equations with smaller dividends than divisors.
IV. Materials:
· Math textbook for each student retrieved from desk cubby
· Math notebook for each student retrieved from desk cubby
· Overhead projector and display screen
· Whiteboard and transparencies (2)
· Markers for white board and overhead transparencies
· 6 small whiteboards with markers (one for each table cluster)
· 1 beach ball labeled with fractions
· 38 pairs of decimal numbers and names on heart cut-outs (provided by
· teacher and copied from Fractions & Decimals by Terri Breeden and Andrea Sukow,
· pg. 28-29)
· Red butcher paper for cut-out mounting and mounting tape
· 1 sheet of construction paper for each student
V. Procedures:

a. Introduction: (7 minutes)
Students will engage in a sponge activity that requires them to toss a beach ball around and orally name a fraction written on it. From this exercise, I will write the fractions named on the white board.

6/10 13/100 8/100 17/1,000 3 14/100 22 1/1000

i. Let’s write out these fractions by their names.
(Six tenths, thirteen hundredths, three and fourteen hundredths, etc)
ii. Note spelling on the margin of the white board.
iii. We’re going to examine the different place values in a decimal.

b. Developmental Activities:
i. Creating place value guide (7 minutes)
Students will fold construction paper and label the columns of place value.
- Label tens, ones, ., tenths, hundredths, thousandths
- Post for easy viewing
- Incorporate the use of fractions when dividing paper in segments

ii. Writing Decimals (4 minutes)
The first transparency will be projected onto the whiteboard and I will
demonstrate how to write the fractions written on the board as decimals
using the place value guide.
- Ask which decimal values are smaller and shortly discuss why
- Explain the “and” of the decimal and why we do not say three hundred
and seventy-six to represent 376 (three hundred seventy-six)

iii. Reviewing the Concept with Hearts (5 minutes)
The students will read their paper heart cut-out and find the corresponding
heart of another student. The pair will tape their hearts onto the red
butcher paper.

iv. Converting Fractions to 10ths and 100ths (5 minutes)
- I will teach the students that finding equivalent fractions with
denominators 10 and 100 make it easier to write decimals.
- Transparency 2 will model how to convert

4 = 4 x 2 = 8 = 0.8 3 = 3 x 5 = 15 = 0.15
5 5 x 2 10 20 20 x 5 100

v. Practice and Review (10 minutes)
- Students will practice on their whiteboards at the tables clusters. One
student will use equivalent fractions to determine a decimal and then pass
it on to another student at their table, using the following fractions.

½ 6 3/5 7/50 6/20 2/500

0.5 6.6 0.14 0.3(discuss) 0.004

vi. Working Backwards (7 minutes)
- Students will practice converting decimals back into fractions on their
white boards. Same passing technique applies so all students have
chances to write and hold up their results.

0.6 4.04 0.082

vii. Using Division to Convert Fractions to Decimals (10 minutes)
- Explain that 4/5 means 4 divided by 5.

- Use division to model how to convert fractions into decimals:

4/5 3/4
0.8 0.75
- How can you check these?
- Re-convert 0.8 to 8/10 and remind students to simplify.

viii. Review
- 2 students will model their division and explain their steps for the
following:

1/4 5/8

ix. Quarters and Benchmark Fractions
- If there is enough time, talk about 4ths with students.
1/4th = Quarter, $0.25
2/4th = Two quarters, ½, $0.50
3/4th = Three quarters, $0.75

c. Culminating activities:
- Students will be asked to open their texts to pg. 427 for the Check section. As a
class, we will successfully give oral answers. Afterward, students will work on
the Practice on the following two pages.
- After ample time, the class will reconvene and share answers and questions.

d. Extension:
- Students who finish early will engage in an enrichment activity, Triple Treat, available as a blackline master (copies with me).
- Additional review requires two students to play a matching memory game with decimal, fraction and image game cards also available with me. Another game for early finishers is a guessing game where one student writes a secret decimal number and the other students have to ask questions to figure out what the number is (i.e. Is the number in the tenths place even?)
VI. Student Evaluation:
During group work I will walk amongst the students and answer any questions they may have. In addition, I will take note of their strategies and commend students who derive new strategies and encourage others to do the same. At the end of the allotted time for seat work, I will address any questions students had about answers they could not understand.

Estimated Time: approximately 70 minutes
Lesson Topic/Subject: Circles/Math
Grade Level: 5
Segments and Angles Related to Circles

I. Goal: Identify relationships between parts of a circle such as center, radius, diameter, chord, and central angle.
II. Objectives:
The students should be able to:
(5)4.2 identify, define, draw, and describe points, line segments, rays, angles, and planes [NS/PS 4.5.6]
(5)4.3 identify, define, draw, and describe intersecting, parallel, and perpendicular lines [NS/PS 4.5.6]
(5)4.5 identify and draw circles and parts of circles and describe the relationships between the various parts such as arcs, diameter, and central angles [NS/PS 4.5.1]
(5)4.10 describe uses of geometry in practical problems and situations
(5)9.1 link new concepts to prior knowledge [NS 9.1]
(5)9.3 use models to explain the relationship of concepts to procedures [NS/PS 9.3]
III. Materials:
· Sheet of butcher paper with vocabulary and diagram
· Labeling marker
· Overhead, projector, transparencies, marker and eraser
· Whiteboard compass and protractor, regular compass, whiteboard marker
· Whiteboard and marker for each table of students (6)
· Circle stencils (6)
· One math notebook and textbook for each child (in desk)
· Colored and labeled ribbon (4 different colors, each 8 ft)
· Sidewalk chalk
· Stapler (to secure the ribbon around the students’ ankle)
IV. Procedures:
a. Introduction: (5 minutes):
The students will brainstorm as a table any words they
know of related to circles. A poster will be on the white board with a circle and lines of radii, diameter and a chord; the right half of the poster will be covered by the overhead screen. As a class we will talk about some of the vocabulary the students had come up with. This is a pre-assessment activity for me to know how much the students already know.

b. Developmental Activities: ( 35 minutes)
Students will trace a stencil of a circle into their notebooks while I illustrate one on the overhead and label the following, while introducing key characteristics. Students will label these segments and angles in their notebooks also.

· Compass: tool used to draw circles
· Circle, center: equal points from one center, how we name circles
· Radius: 2r=d any line segment that connects the center to a point on the circle
· Diameter: any line segment through the center that connects two points on the circle
· Chord: any line segment that connects two points on the circle
· Central Angle: an angle whose vertex is the center, 360˚ total

We will review these concepts on the white board by revealing the vocabulary box and having students come to the poster and label the segments and angles.

We will step onto the playground and create a human circle with a human compass. One student will stand at the center with a piece of ribbon tied around his/her ankle. I will stretch out the length of the ribbon and draw a circle. The students will stand in the circle and I will become the point. Circle G will be labeled by the students who have named ribbons. The ribbons will be of different colors and the students are to create and identify a radius, diameter, chord and central angle within our circle.

c. Culminating activities (20 minutes):
Student will complete pages 337 and 338 of their textbooks.

d. Extension:
Students who finish early will use a compass to practice drawing circles. They will label the key elements of a circle and will write a math word problem that requires one to know the basics we’ve learned about today.
V. Student Evaluation (10 minutes): Throughout the delivery I will be asking students questions to determine whether they are following my pace. I will slow down or speed up as necessary. After 20 minutes I will go over the answers to the assigned problems and students will check their work and make corrections where needed.

Estimated Time: 70 minutes
Lesson Topic/Subject: Mean, Median, and Mode/Math
Grade Level: 5
Mean, Median, and Mode

I. Goal: To Find the mean, median, mode, and range of a set of data, and choose the measure that best represents a given set of data.
II. Objectives:
The students should be able to:
· (5)5.1 collect, organize, read, and interpret data using a variety of graphic representations including tables, line plots, stem and leaf plots, scatter plots, and histograms [NS/PS 5.5.1]
· (5)5.7 model and compute measures of central tendency including mean, median, and mode[NS/PS 5.5.4]
· (5)6.8 use technology, including calculators, to solve problems and verify solutions [NS 6.13]
· (5)7.8 express mathematical ideas and use them to define, compare, and solve problems orally and in writing [NS/PS 7.16]
III. Materials:
· One math textbook and notebook for each student
· Practice worksheets for each student (approx. 25)
· Overhead, screen, writing sheet (2) and marker
· One flower sales poster
· Desk-bell
IV. Procedures:
a. Introduction: (10 minutes)

Sponge Activity (5 min): On the overhead I will create a data file drawn from the students’ responses of their shoe size. I will plot these values on a line plot. By doing so, we have organized our information.

Anticipatory Set Qs (5 min):
· What information can we identify easily now that we have our data plotted this way? Category with the most, highest and lowest values.
· What number occurs most frequently?
· What value is the largest shoe size? Smallest?
· If we were to re-write our data, what order can we now arrange them in?
· How can we use an ordered set of values?

b. Developmental Activities:
Teaching the new ideas (20 min):
Get out math notebooks to a clean page and hand out practice sheets.

I will ring the class desk-bell a total of 10 sets, each set with the following amount of rings:

6 8 4 3 8 3 8 9 7

Students are to write down these values on the practice sheet in the Data File box.
I will teach the following concepts to the students on the overhead as they take notes in their notebooks. After each concept I will stop briefly and have the students fill in a new portion of the practice worksheet.
Mean: the average
Median: the middle number
Mode: the most frequently occurring
Range: the difference between the highest and lowest values
· How is the range useful? Good to know for scaling when graphing.

Talk about it (4 min):
1. In finding the mean, median, and mode of a set of data, in which case do you need to add all the data in the set? In which case do you need to order the data from least to greatest? Mean; median
2. If there are 9 values listed in order, which value will be in the middle? If 8 values are listed in order, how do you find the middle value? The fifth value; find the mean of the fourth and fifth values
3. Can a set of values have more than on mode? No mode? Explain. Yes; yes. A set of values has more than one mode when 2 or more values appear the same number of times. A set of values does not have a mode when all values appear the same number of times

Check (8 min): (use poster on whiteboard)
Ask volunteers to:
1. Find the mode
2. Find the median; how many values are above/below the median?
3. Find the mean
4. What is the range?
5. If the gardener becomes upset and complains that too many flowers are being picked by each student, which value would you use to describe the amount of flowers each child picked?
6. If this contest was for each student to sell the most flowers, which value would you use?

c. Culminating activities (20 minutes):
Students will complete pg. 284 from their math textbook. We will review the answers at the end of the class.

d. Extension:
Students who finish early will:
· Create a set of five numbers for which the mean, median and mode are equal
· Complete #18 on pg. 285
V. Student Evaluation: To determine whether the students have understood the material I will informally assess their progress through questions during the instructional period. While they are doing seatwork from the textbook, I will walk around and overlook their answers, listen to solution strategies and answer any questions pertaining to understanding. The answer review at the end of the period will additionally inform me of the students’ progress and understanding levels.

Art Lessons

2007-04-30T19:46:00.001-07:00

Estimated Time: approximately 90 minutes
Addressed Subjects: Math, Social Studies, Literature
Grade Level: 1
Community

I. Goal: To have students identify different shapes in our environment in the context of the development of a community. To help students familiarize concepts of cardinal directions and movement from one place to another.
II. Objectives:
(1)4.1 use position words (e.g. between, on, inside, outside, near, left, right) to describe location of objects [NS/PS 4.1.2]
(1)4.2 identify, describe, and name geometric figures (sphere, cylinder, rectangular prism, cube, cone) [NS/PS 4.2.4]
(1)4.5 recognize and describe different shapes in the environment
(1)4.10 represent architecture; using two-dimensional or three-dimensional media, techniques, and processes [NS 1.3.3]
(1)3.8 identify ways in which people or things move from one place to another [NS 4.1.3]
(1)3.9 identify the geographic setting of a picture or story [NS 4.1.4]
(1)3.10 ask questions about the neighborhood and other places [NS 7.1.1]
(1)3.11 recall geographic facts from a story [NS 7.1.2]
(1)3.14 name the cardinal directions (north, south, east, west)
III. Materials:
- Make Way For Ducklings by Robert McCloskey
- White board and markers
- Overhead projector and screen
- Overhead transparency of Make Way For Ducklings:
Location:
http://www.mcps.k12.md.us/curriculum/Socialstd/grade1/Ducklings2.JPG
Place: http://www.mcps.k12.md.us/curriculum/Socialstd/grade1/Ducklings3.JPG
Relationships; Humans and Environments: http://www.mcps.k12.md.us/curriculum/Socialstd/grade1/Ducklings4.JPG
Movement: http://www.mcps.k12.md.us/curriculum/Socialstd/grade1/Ducklings5.JPG
Map: http://www.mcps.k12.md.us/curriculum/Socialstd/grade1/Ducklings1.JPG
- Large copy of Make Way For Ducklings map for each table of students
- Shape stencils
- Construction paper
- Coloring tools
- Tape and glue
IV. Procedures:
Sponge Activity: Read Make Way For Ducklings

Anticipatory Set:
- Give an explanation of community. Ask students what evidence there is of community from the story.
- What is our community like?
- How can we describe the location of places within our community to others?

Developmental Activities:
- Share the transparencies with the students on the overhead, overlapping them over each other (respectively) as we explain the development of a community.
- Teach students the cardinal directions and have them give oral directions of how to move from one place to another if I were driving a car on the roads on the transparency.
- Explain our activity:
We were asked to be the construction crew in the Boston neighborhood where the Mallards have decided to settle. Several families want to build houses on the land available for neighborhoods and it is our duty to make the houses. First we need to make a blueprint, and then we can begin building.
- Help students name geometric figures and shapes that help compose houses in our environment. Explain that we will be building our houses from these shapes.

Culminating Activity:
Students will work in groups to construct houses from shapes that they have traced and cut from stencils. They will paste these buildings on a large map from the story. Each group member will have a chance to drive a toy car throughout their 3-dimensional area while another gives cardinal directions.
V. Student Evaluation:
To determine that my students are understanding the material I will walk from group to group and monitor their progress. I will stop and both give directions and take directions at each table answering any questions.

Estimated Time: approximately 70 minutes
Addressed Subjects: Literature, Art
Grade Level: 2
Illustration Techniques

I. Goal: Students will use a technique popular in Ezra Jack Keats’ books, a Caldecott Award-winner illustrator. This lesson is a one day lesson of a ten-day author study.
II. Objectives:
(2)5.1 choose fiction and other kinds of literature to read and discuss [NS 5.A.2]; [ELA/PS 2.2.4, 2.2.A1, 3.2.1, 3.2.2, 3.2.3, 9.2.4]
b. Interpret different kinds of stories and illustrations, including Caldecott, NYRA, and award-winning books
(2)5.3 express information and ideas creatively in a variety of simple formats
[NS5.C.1]; [ELA/PS 5.2.4, 6.2.2, 9.2.4]
(2)4.8 make prints; using media, techniques, and processes for mono-prints [NS
1.3.3]
(2)4.11 work in at least one mixed medium; using varied media, techniques, and
processes, e.g., collage, wearable art (garments, head pieces, etc.), mask-making,
puppetry, bookmaking, jewelry, animation, combined media, etc. [NS 1.3.3]
III. Materials:
o Jennie’s Hat, Dreams, Maggie and the Pirate by Ezra Jack Keats
o Elmer's Art Paste (24003-1003)
o Heavy Groundwood Construction Paper (11400)
o Blickrylic Paint (00711) or other flow-type acrylic
o Mixing spoon, mixing cups, plastic spoons or brushes, sticks, combs
o Water Tray, at least 2" wider and longer than the size of paper used and large enough to contain more than 4 quarts of water
o Newpapers and blotting papers
o Paper napkins and cardboard strips
IV. Procedures:
Sponge Activity:
Each table of students will be given one of Ezra Jack Keats’ books that use marbleized paper as a technique (i.e. Jennie’s Hat, Dreams, Maggie and the Pirate). For three minutes, the students are to write observations of the different techniques that they notice in the illustrations.
Anticipatory Set:
· What are some techniques that you found?
· Do you find that there is more than one technique found in an illustration?
· Does anyone know what this technique is called?
Developmental Activities:
· Explain collage; “to glue”
· Show the presence of collage in Keats’ stories and explain his award-winning story The Snowy Day as a Caldecott Award-winner. This honor is awarded to exemplary illustrations.
· Focus on the inside cover of Dreams and explain the technique of marbleized paper.
Culminating Activity:
· Students will create marbleized paper that we will use at the end of the 10-day author study to create a commemorative collage stamp.
· Instructions can be found at http://www.dickblick.com/lessonplans/2006marbleize/
V. Student Evaluation:
While students are working on their marbleized paper I will walk amongst the tables and answer any questions or help with any problems. To determine that the students understand the technique of collage I will orally ask questions about the process and ask students to give suggestions on items they can use when constructing a collage.

Estimated Time: approximately 45 minutes
Addressed Subjects: Health, Art
Grade Level: 3
Our Five Senses

I. Goal: Students will become familiar with the five senses and the appropriate body part linked with the sense.
II. Objectives:
(3)2.2 use and identify five senses, matching the appropriate body part to each
sense
(3)1.1 describe works of art, using appropriate vocabulary, e.g., list or name
subject matter and/or symbols [NS 2.3.1]
(3)1.5 evaluate/share own artwork
III. Materials:
o Butcher paper with body outline and five different images cut from a magazine each representing a sense
o Tape
o Whiteboard and marker
o Blank copy of face and hand worksheet (1 per student)
o Large construction paper (1 per student)
o Magazines (at least 1 for every two students)
o Scissors
o Glue
o Pen/pencil/marker
IV. Procedures:
Sponge Activity:
o I will have a volunteer student sit at the front of the class and feel a maraca while blindfolded. The student will have to guess what the item is using as many of the senses he/she can.
o Another volunteer student will sit at the front of the class and be blind folded and asked to identify an orange.
Anticipatory Set:
o What did these students do to identify the items?
o What would the orange taste like?
o If all you could do was hear the maraca, would you know what it was?
o How important is it to feel something?
o How might we be affected if we couldn’t hear anything?

Developmental Activities:
o Display the body cut out on the white board and present each magazine cut-out while explaining the sense related to it.
o Sight
o Smell
o Taste
o Touch
o Sound
o I will draw a line from the body part to the image as the class offers adjectives that can help describe a sensation (i.e. taste: salty, spicy, sweet, tart; touch: bumpy, rough, smooth, rigid, cool, warm)
Culminating Activity:
o Students will find images from a magazine that depict one of each sense and create a diagram similar to the one completed in our example. The students will draw the label lines and write what the object is and how it is related to that sense.
o When completed, the students will share their products with one partner.
V. Student Evaluation:
In order for me to determine whether my students understood the material I will assess their completed projects. For students that were having difficulties or misconceptions, I will personally address it on a sticky note and have the student re-do that portion.

Estimated Time: approximately 55 minutes
Addressed Subjects: Environmental Health, Health, Art
Grade Level: 4

I. Goal: Students will formulate and express their opinion of smoking on personal and environmental health.
II. Objectives:
(4)4.13 use technology to create works of art, e.g., computer art [NS 1.5.3]
(4)3.1 engage in aesthetic inquiry through various aesthetic issues/topics
a. artist’s intent and viewer’s interpretation [NS 3.5.1]
b. purposes for works of art [NS 2.5.2]
c. beauty and ugliness [NS 2.5.3]
d. defining art [NS 2.5.3]
e. creativity, the creative process, originality [NS 1.5.2]
(4)3.2 discuss aesthetic positions/stances
b. expressionism (art that shows feelings) [NS 2.5.2]
(4)8.1 identify and describe conditions influenced by environmental factors (e.g., second-hand smoke, occupational hazards, pesticides)
(4)4.1 identify drug categories and discuss the laws regarding their use (e.g., tobacco, alcohol, and marijuana)
(4)4.2 describe and practice drug refusal skills
(4)4.3 describe persuasive techniques used in advertising
(4)4.4 identify positive alternatives to substance abuse
(4)6.2 describe how decisions regarding health behaviors can prevent disease and promote fitness
(4)7.4 describe methods to help others make healthy choices
III. Materials:
· Smoking ad
· Image of healthy lungs and lungs after smoking for a while
· Computer lab
IV. Procedures:
Sponge Activity:
Show the students the advertisement for cigarettes and have them evaluate the different factors present.

Anticipatory Set:
· Is it obvious what this ad is selling?
· Does it promote anything else?
· How does this advertisement make you feel?
· Is there any information about the effects of this product on the ad?
· Is this ad appealing?

Developmental Activities:
· Talk about smoking with students; discuss the age restrictions, the effects, why people smoke, how smoking is addicting, how it hurts our environment, how others who don’t smoke are affected, refusal skills, and possible alternatives.
· Explain that artists take different positions and stances when creating their art. One form of art is expressionism which is art that shows feelings.

Culminating Activity:
At the computer lab each student will open up the paint program. I will show them how to use the basic tools. The students are to use images to share their feelings on the topic of smoking. An expressionistic piece will be made without any words. The students will share these in groups of three and discuss their interpretations, intent, and purpose of this assignment.
V. Student Evaluation:
I will have the students write a short paragraph review of at least two of their peers’ compositions. Each student will also write a short explanation of their illustration to be printed on the back of image. These images will be hung in our classroom. This assignment does not necessarily need to be graded on content because it is an opinion piece. The students will be solely graded on the completion of the assignment requirements.

Estimated Time: approximately 40 minutes
Lesson Topic/Subject: Drawing Still Life/Art
Grade Level: 3
Drawing Still Life

I. Goal: Learn vocabulary, characteristics, and features pertinent to Still Life art.
II. Objectives:
The students should be able to:
(3)1.1 describe works of art, using appropriate vocabulary, e.g., list or
name subject matter and/or symbols [NS 2.3.1]
(3)1.2 analyze works of art, e.g., identify elements and principles of
design; discuss media, forms, techniques, etc. [NS 2.3.1]
(3)4.2 demonstrate design concepts & principles: repetition, pattern,
symmetry, geometric shape, color theory (mix intermediate or tertiary
colors), scale, contrast, overlapping, contours, emphasis, composition,
organic shape [NS 2.3.4]
III. Materials:
· Powerpoint lecture slides (Drawing Still Life)
· TV and computer for projecting powerpoint
· Sheet of white butcher paper and marker
· Digital camera and cords to connect to TV
· Three cut-outs of flower and leaves
· One sketch book for each student (provided in class)
· One pencil for each student
IV. Procedures:

a. Introduction: (3 minutes)
Ask students:
What are some things that you like to draw?
Where can we find these things?
Do you think it would be easier to draw from a model than from memory?

b. Developmental Activities: (25 minutes)
Students will be delivered the content through a powerpoint presentation. Throughout the slides the students will be asked to read along. I will ask questions at each slide to check for understanding.

Paintbrushes:
· What is this an image of? Paintbrushes and water jar.
· This is a common set of items that would be found in an art room. Objects from everyday life can be good opportunities for drawing.

Boots: What are these a picture of? Are they living? So are they still life?

Still Life?: Are these images examples of still life? Why or why not?

Lamp/paper:
· Subject matter is what an artist chooses to include in the picture. They are always carefully chosen and there are reasons for the items that are picked.
· What are the items the artist chose to include in this picture?
· If I moved the lamp closer and the inkwell to the right, would we have the same picture? Is the subject matter changing? What is actually changing is the composition.

Spurs: Who can guess what composition might mean?
What shape does your eye follow in this picture?

Notebook/fan:
· Notice the circular direction of the items in this picture. From our wall of examples, which Principle of Design would this be similar to? The eye following the circular direction.. (MOVEMENT)
· Very similar to connect the dots, who has done a connect the dots before? Can you see this relationship here?

Depth
Slide 1: Show students the paper cut-out examples of overlapping.
Slide 2: What are these images of? Which onion is closer, the one on the left or the one on the right? Can you explain to me how you know that?

Telephone: In your drawings, overlapping items can give the illusion of depth and make your picture look more realistic.

Spoon/fork:
· Which is darker, the images in the foreground (which means the items in front), or the image in the background?
· There is a set of things that are like opposites here: The sharp fork and the smooth spoon; the light background and the dark subject matter. Looking back at our wall of terms, which Principle of Design do you think best represents these opposites? (CONTRAST)

Value: Starting with black on the left, as we gradually add white the black fades into gray and finally white.

Chiaroscuro: Have student enunciate this word.

Before assigning the culminating activity I will demonstrate a sketch for the
students, pointing out that I am focusing on one particular object first and only
drawing the outline. My eyes remain on the still life and my hand has to
transcribe what I am seeing.

c. Culminating activities (10 minutes):
Students will work at their tables at drawing still life of fake plants or flowers.

d. Extension:
Students who finish early will pick a practice book and work at their desks.
V. Student Evaluation: To determine whether the students have understood the material I will informally assess their progress as they sketch in their books. I will ask questions from the lesson and re-teach anything that I observe was misunderstood or complicated. The sketches will not be graded and is for practice only.

Estimated Time: approximately 40 minutes
Lesson Topic/Subject: Drawing Still Life/Art
Grade Level: 3
Applying Still Life Drawing

I. Goal: Review vocabulary, characteristics, and features pertinent to Still Life art and using them to create an original still life with colored chalk.
II. Objectives:
The students should be able to:
(3)1.1 describe works of art, using appropriate vocabulary, e.g., list or
name subject matter and/or symbols [NS 2.3.1]
(3)1.2 analyze works of art, e.g., identify elements and principles of
design; discuss media, forms, techniques, etc. [NS 2.3.1]
(3)4.2 demonstrate design concepts & principles: repetition, pattern,
symmetry, geometric shape, color theory (mix intermediate or tertiary
colors), scale, contrast, overlapping, contours, emphasis, composition,
organic shape [NS 2.3.4]
III. Materials:
· White butcher paper with definitions of still life vocabulary words and illustrations
· 6 vocabulary word cutouts, one for reach table to match a definition on the poster
· Six different still life examples (bowl of fruit, shoes, fruit containers, cooking utensils)
· Black art paper
· Colored chalks
· Sketchbooks (one for each student, stored in classroom folders)
· Pencils
· Kleenex box of tissue (one for every two tables)
· Digital Camera
IV. Procedures:
a. Introduction: (5 minutes)
Review: Have students at their tables work as a group to determine the definition to the vocabulary word placed on their desk. One student will stick the vocabulary word to the definition on the white poster. Once a table has made their selection no other table can use that definition.
- We will use this time to review the concepts that were learned during the last session. I will explain to the students that I want to see these elements present in their artwork.

b. Developmental Activities: (5 minutes)
Example: At this point I will show the students how to blend the chalk with a Kleenex to give the illusion of depth and the show the students the levels of value (lightest, middle, darkest).

c. Culminating activities (25 minutes):
I will place a still life at the center of each table. Students will work at their tables at drawing still life in their sketchbooks. As soon as the student feels comfortable with his/her work, he/she is to come to me for permission to begin working with the chalk.

d. Extension:
Students who finish early will pick a practice book and work at their desks.
V. Student Evaluation:
To determine whether the students have understood the material I will informally assess their progress as they sketch in their books and determine their ability to move forward with the chalk. I will ask questions from the review and re-teach anything that I observe was misunderstood or complicated. The sketches will not be graded and is for practice only. The graded work will be the completed still life, finished after the students come back from Spring Break.

Social Studies Lessons

2007-04-30T19:45:00.000-07:00

Estimated Time: 48 minutes
Lesson Topic/Subject: The American Revolution/Social Studies
Grade Level: 5
At War with the Homeland

I. Goal: Students will interpret the goals and intent of the Second Continental Congress, analyze the strengths and weaknesses of the Continental army, and compare and contrast the British army with the Continental army..
II. Objectives:
The students should be able to:
(5)4.2 record and interpret events on a graphic organizer, such as a
calendar or time line [NS 1.5.2]
(5)4.11 describe colonial life in North America [NS 5.5.11]
(5)4.12 identify the events that led to the Declaration of Independence [NS 6.5.4]
(5)4.13 describe the significance of the American Revolution
(5)4.14 identify key people of the American Revolution, including: George
Washington, Ben Franklin [NS 6.5.5]
III. Prerequisite learning or experiences: Students should have already read Chapter 7: Differences Divide Britain and its Colonies and understand the events that have lead up to the American Revolution.
IV. Materials:
One Social Studies textbook for per student (provided in desks)
One Social Studies textbook cassette accompaniment and tape player (provided in classroom)
The Redcoats Are Coming! (worksheet from Activity Book page 46 blackline)
The Great Seal of the United States (extra credit worksheet made by me, one for each student)
Six white boards with marker and eraser (one for each table, provided by me)
Six puzzles with olive branch image(one for each table, provided by me)
One bag of fake money (provided by CML)
One sheet of paper representing an enlistment sign-up (provided by me)
Seven red paper hats and vests, and one watergun (created/provided by me)
Two olive brances and one paper spade (created/provided by me)
One butcher paper poster entitled Comparing Two Armies
V. Procedures:
a. Introduction: (5 minutes)
Sponge Activity: Students will engage in a puzzle silently as a group at each table. The puzzle will display an image of an olive branch. On each table’s white board I want a member to write what they believe the image is of. I will write blank lines for O L I V E B R A N C H on the whiteboard if the students have not identified the image, fill in "branch", take more guesses, and come to "olive branch".
What do you think an olive branch symbolizes?
It is a symbol of peace, used in different emblems.
b. Developmental activities:
i. Link to lesson: (3 minutes)
*Share Great Seal of the United States
Thirteen is hidden within this image more than once, for example, there are thirteen olives and leaves on this olive branch. Open your textbooks to page 220 and someone tell me what that green area is.
ii. Accessing prior knowledge: (5 minutes)
French and Indian War (1763)
Stamp Act (1765)
Committee of Correspondence
Boston Tea Party (1773)
Continental Congress (Patriots): agreed that if the demands for their freedoms were not met, they would meet again in May 1775
Lexington and Concord (April)
iii. Visual Analysis: (3 minutes)
Text book page 246
Mercy Otis Warren: "First Lady of the Revolution", pro-revolutionary movement, expressed her anti-British opinions freely.
Have a volunteer read the quotation aloud and ask a student to restate it in his/her own words.
iv. At War with the Homeland (15 minutes)
Listen to chapter 8 on tape. Pause to interject:
Why did colonial leaders call a second meeting of the Continental Congress?
What was the Continental army like when Washington took charge?
Choose two students to represent Continentals (one enlists,
one has a spade, two are given olive branches)
List characteristics on Comparing Two Armies
- Fought in irregular lines and from hiding places
- Had never fought as an army
- 14,500 soldiers
- No uniforms
- weak guns, spears and axes
How was the British army different from the Continental army?
Choose ten students to represent the British army
List characteristics on Comparing Two Armies
- Professional Soldiers with training
- Newest weapons
- Mercenaries
- 3,000 miles from home; difficult to get supplies
- Attacked in straight lines
- Bright red uniform
Lesson 1 Review (3 minutes)
What actions did the Second Continental Congress take?
What gave the British army an advantage over the
Continental army as the war began?
What do you think might have happened if the British king
had accepted the Olive Branch Petition?
George Washington overcame many problems in leading
his soldiers against the British army. What qualities should
a good leader have?
c. Culminating Activity (10 minutes)
Students will work on The Redcoats Are Coming! worksheet.
d. Extension
Students who finish early will have the choice to work on the extra credit sheet The Great Seal of the United States.
VI. Student Evaluation (4 minutes)
At the conclusion of the instructional time we will correct the worksheet The Redcoats Are Coming! as a class. Grades will be recorded. Extra credit will be collected on Friday and checked for deep understanding.

Lesson Plans

2007-04-30T19:37:00.001-07:00

Here I'll paste lesson plans in this section and link to adjunct materials.

Garehime Heights

2007-04-19T21:09:00.000-07:00

This photograph was taken at Garehime ES. My classmate Leah and I had the opportunity to visit this school with our Social Studies class. The students shared with us their responsibilities within the school.

I really enjoyed seeing what the students were up to and I learned all about micro-communities. The students are responsible for their actions and have a courthouse, mayor and other political positions, institutions, currency, a chamber of commerce, you name it!

From this experience I was really able to see how a role as a citizen can be authentic for students. The students in the community of Garehime Heights take ownership in their school environment and truly understand the interrelationship amongst their student body.

Going to Town is a night where students' families are able to visit the school's community and purchase their products and services. One classroom provided the service of photography and everyone in my class received a free coupon for one sitting and one frame. The frames were adorable and so creative! I could tell that the students were into their service and it was evident that they put time into preparation and were excited to show it off :)

Eve Bunting and Ralph Fletcher

2007-04-13T00:51:00.000-07:00

I had the chance to listen to Ralph Fletcher and Eve Bunting speak at my school. They shared their techniques and inspirations in writing during the workshop and afterward I was able to have them sign my copies of their books! Ralph Fletcher talked about the Writer's Notebook and the importance of boys developing their writing; Eve Bunting mainly book talked her stories, she is so prolific and accomplished! Both authors were inspiring, intuitive and well received by me and my peers; I'm glad I had this opportunity!

International Food Festival

2007-04-05T00:37:00.000-07:00

I really enjoyed the International Food Festival event we held in our classroom. All students were to create an international dish and make enough recipe cards so each person would leave with a ring of new recipes. I love cooking, so this chance to cook and eat so much food was quite enjoyable :) On the day of the festival we had our dishes aligned on a long table with a mark-up sheet next to each one. As we added the food to our plate we were expected to write our names and a guess to the origin of the dish. I brought an Indian Vegetarian Korma; this is my recipe card.

I can picture myself doing this activity in my own classroom because it can encourage students to talk about their culture and heritage, or even about another culture. This activity can also be a great opportunity for parents to become involved with their student and within our classroom's families. I think that students can learn more about their family traditions and about their culture in comparison to others.

The Patriots Are Coming!

2007-03-22T20:03:00.000-07:00

Here is an example of a project I made. For this assignment I observed a Social Studies lesson in my Practicum classroom on the American Revolution. The main objective of the day's lesson was for the students to understand the advantages the British had over the Continentals during this period. While observing the lesson, I focused on the general information about the lesson including it's written description, and the issues of classroom management used by my cooperating teacher. I reflected on the lesson and shared some of my reactions as well. The format I've used is derived from a Dinah Zike paper folding technique, I just modified a few things and added my own creativity.
I have chosen to share this assignment because I am really proud of it's simplicity in composition. I believe that students take more ownership of what they learn when it can show in the quality of their work and its presentation. I've learned about this specific lesson and the teacher's impact from the observation, and learned more great techniques of creative teaching in creating this assignment.

Patty Reed's Doll

2007-02-22T11:46:00.000-08:00

I really enjoyed reading Patty Reed's Doll because it incorporates literature with Social Studies. From reading this book, I learned how students can learn about history in a way that is different than the standard textbook approach. I liked how the literature can appeal to the emotions and students can have a better feel and understanding about a period in history that can come alive to them.
I personally did not know a lot about the Donner Party but learned a lot about their travels through this story. This book is a conceivable one to use in the classroom especially in guided reading and discussion groups. I believe it is a story that the students will want to talk about. Reading about Patty Reed and her family has influenced me to teach through literature with my students because it appeals more personally.
I have included my summary of the story below:
The story begins in 1846 in the city of Springfield, Illinois. Patty has several dolls to play with but keeps one at her side at all times. As Patty and her doll keep Patty's grandmother company, she tells them of stories when she was younger and pioneered the path of Daniel Boone and her encounters with Indians. A few days later Patty finds out that her family will be pioneering to California with other families. Their travel group is the Donner party.When their journey begins and they pass the Missouri River the Donner party spends a few days on the prairie. It is a very pleasant time and seemed to Patty and her doll like a long picnic. The young children play with flowers and the women talk about what they will do when they arrive in California. Deeper into their journey they come across Indians who help them ferry across the Kansas River. Patty is worried that the Indians will be like the ones her grandmother spoke of, but they were tame. At the other side they meet Colonel Russell's company and befriend another family of mostly young boys who bring lively music to their campfire nights. The banks of the Big Blue River were not dry. The families had plans on crossing the river the day after Patty's grandmother dies. Mrs. Reed was hoping that they would have reached higher and dryer land where she believed her mother could have gotten better, but it was too late. They stayed an extra day, carved a coffin and gravestone and buried Patty's grandmother. Fourth of July was celebrated at Ft. Laramie where Colonel Russell's train of wagons had waited for the Donner party. All celebrated this occasion with festivities and had even met more Indians who were also celebrating. The traveling parties meet other Indians along their journey ranging in status. Some traded their goods; others followed them and would take whatever was given by the pioneers.After crossing the summit of the Rocky Mountains the men discuss how they will finally finish their journey to California. One man who was met earlier in the trip suggested to go the safe route, but Mr. Reed was fond of a Mr. Hasting's shortcut. They were now only three hundred miles away and would meet Mr. Hastings at Ft. Bridger where he would guide the families the rest of the way.
The traveling party has to travel through a really dry desert area and become very hungry and have run out of food and water. Their animals are becoming weak and the young children are becoming cranky from hunger and heat. Mr. Reed gets in a fight with another pioneer who tries to whip him and instead hits Mrs. Reed. So that Mr. Reed will not be harmed any more he is asked to go ahead of the party and leave the family.The Reed family minus Mr. Reed continue their journey and find that they have to camp a few nights because they are snowed in and there is no point in continuing their journey. At this point, other party members have journeyed further ahead but have had to come back because there was no hope in going forward. They built cabins on the Sierra Mountains and were covered with snow each morning. They were running low on food and have already had to eat the meat of the sick animals. Two people from their party have already died. The children and Mrs. Reed think of Mr. Reed often and have hopes that he will be returning to rescue them.The members of the party decide that walking is the best way to get across to California and a few people at a time are suggested to go. Finally, a rescue team finds the party and they are walked on the trail to a better life. On the way, Patty cannot make it and is sent back to the rest of the party that was left behind.As she had hoped, Patty and her younger brother are retrieved by her father. They camp a couple more nights and Mr. Reed carries Patty part of the way. He becomes really weak and that night while they are camping he almost freezes over. The next day, Patty decides that she does not want to burden her father and walks until she collapses. Fortunately, her father had saved a very small piece of bread in his pocket and gave it to his daughter.Patty gains enough energy to finally make it to her mother and the rest of her family and friends in California. Dolly survives the journey and was stored away and brought out when Patty became a grandmother and shared her stories with her grandchildren about her pioneering days.

Playground Maps

2007-02-15T21:52:00.000-08:00

It may be really small to see, but in my hand I am holding up a piece of chalk. In this assignment our class learned how to create a large playground map from a small image. The exact instructions are located at this link. Generally, I thought that this would be a reasonable lesson to re-enact. Our class was split into groups and given an image of either the United States or Nevada on a grid. Already drawn on the clean cement was the grid and we just had to follow the instructions.

I learned that this activity can be engaging for students and can attend to the kinesthetic and tactile learners in a classroom. One thing it can show students is the actual small detailing of borderlines. This activity can help students work cooperatively and as a result be a resource for reinforcing content. If this map becomes permanent on a school playground the students can play educational games by having to learn the names of states or state capitals.

I really enjoyed participating in the playground maps activity because I learned a technique that I can bring into my own classroom. If a student has allergies the lesson can be modified so the students draw from a grid onto a large sheet of butcher paper. This activity can be adapted to fit the needs and curriculum of all students and grades.

Classroom of the Future

2007-01-18T00:26:00.000-08:00

After reading an article about the future classrooms and the possible features we might have due to technology, three other girls and I had an assignment to create a potential classroom layout. We focused the grouped table in a semi circle for everyone to have an opportunity to communicate and see one another. In addition, the teacher's desk faces the semi-circle so the students know they can be monitored. Computers line the edges of our classroom, a wallpaper-sized map covers three walls and an "everything screen" is at the front of the room. This screen has the ability to be a whiteboard, computer screen, or projection screen. I had a lot of fun drawing this blueprint with the help of others because it refines my ideas of how I will want my classroom to look like.