For my first lesson on the sun, I began by reading a short story which was an overview of the sun. It didnt go into great detail but it covered the basics. This was a First Grade Lesson and therefore the book had some very descriptive pictures of the sun. This classroom only had 2 working computers so I had to use a different form of multimedia.
After we had a discussion on what we just read, I had the students return to their seats. I gave each student a paper plate and some yellow & orange construction paper. I had the class color their paper plates yellow and then cut out rays that they could paste on their sun. Then, I asked them to write in the center of the sun, one important fact that they had learned.
The students really enjoyed this project. I found that the younger kids like arts and crafts very much. They enjoyed coloring and designing what they felt and thought the sun looked like. After everyone was finished, I asked them to come up to the front one by one to share their sun and important fact with the class. Having them present their finished project to the class also builds self confidence.
During the prep period, the cooperating teacher and I hung their projects in the classroom. Open school week was the following week and we wanted to display what the students had learned to the parents.
Tuesday, December 12, 2006
Friday, December 08, 2006
Mini Lesson reflection
After having the oppurtunity to bring one of my lessons in a classroom I was overwhelemed at how well it worked and how excited the kids were to be doing something different and engaging. I used my lesson that consists of a letter from the local news station asking the students for help with sorting out the weather reports. When reading the letter from the news station to the students their excitement started and grew as the letter went on. The letter really started the lesson off perfectly and got the students motivated. From there the students were excited and ready to work and couldn't wait to let the news station know the job was completed. I loved doing this and it was really a great feeling when the lesson was done and the students work was great and the experience they got out of it was one of a kid. This experience really showed me that a little extra effort could go a long way with young students. Adding something exciting and engaging in your lesson is sure to motivate your students and in the end enhance their learning.
Wednesday, November 29, 2006
My experience blogging & movie maker
I enjoyed using movie maker. It was fun laying the sound with the pictures and adding animation. I think it will be a very useful tool when I start teaching.
The blogging experience was interesting. I got to see the work of my peers and comment on it. I also found it useful when my peers commented on my work. It's like giving each person your work and asking them for feedback.
Overall I found this to be a useful internet experience that I will continue to use in the future.
The blogging experience was interesting. I got to see the work of my peers and comment on it. I also found it useful when my peers commented on my work. It's like giving each person your work and asking them for feedback.
Overall I found this to be a useful internet experience that I will continue to use in the future.
My Blogging Experience
I enjoyed this blogging experience. I think it was great to share my unit and video and enjoyed reading everyone elses. I enjoyed making the video and thought it was a good tool to learn to use in order to bring it into the classroom. I was surpirsed at how easy it was to make the video and how well the video turned out. This is something I am definitly going to use in the future and I am happy that I took the time to learn how to do it. I think the video is really great to use with students. It's something that grabs their attention and for some students it makes information more clear and easier to understand. Every teacher should consider learning how to make videos and bring them into the classroom. They will definitly add to the lesson and engage the students.
Video Blogging Expierence
This is the first time that I had ever experimented with or used any sort of video editing or creating software and I was rather suprised at how easy it was. I had used Windows Movie Maker software to make my video, and I found that its functionality was somewhat limited in some areas. For example I had trouble setting exactly how long each clip would remain on the screen. Some other video editing software may provide more functionality there, but Movie Maker did allright.
I also hadnt ever uploaded videos to "Google Videos" before, but I often use "Google Videos", so I really appreicate learning how to upload videos.
I also didnt realize how easy it is to make a video clip of my own, that suits my lesson exactly, that I can use to teach a lesson to my students better. Eventually when I get a job as a teacher, I definately feel like I might want to use some of the skills that I learned here to help enhance my lessons.
I also hadnt ever uploaded videos to "Google Videos" before, but I often use "Google Videos", so I really appreicate learning how to upload videos.
I also didnt realize how easy it is to make a video clip of my own, that suits my lesson exactly, that I can use to teach a lesson to my students better. Eventually when I get a job as a teacher, I definately feel like I might want to use some of the skills that I learned here to help enhance my lessons.
Instructional Video Guidelines & Critiques
http://iris.nyit.edu/~skwang/hsu/rubric.doc
Click on the link to retrieve the guidelines for instructional video critiques. Dr. Hsu
Click on the link to retrieve the guidelines for instructional video critiques. Dr. Hsu
Wednesday, November 15, 2006
The Sun
| This video was used in a lesson for First Graders. It introduced them to the sun and space. It was used in the last lesson of the unit. | |
Wednesday, November 08, 2006
Christine's Unit On The Sun
This unit on the Sun was used in a First Grade Class setting.
The sun is a very important part of our lives. Without it, there would be no life. There would be no food, no change of seasons, and it would be dark all the time.
This unit will begin our study of our solar system. By beginning with the sun, the students will have a better understanding of how important simple things are, such as the change from day to night. They will learn why the seasons change and what would happen if they didn’t.
We will briefly touch on energy that is produced by the sun. The students will research for themselves what everyday things require the sun’s energy. We will conclude the unit by beginning to discuss space and gravity in relation to the sun.
This unit provides a lot of activities to get the students motivated and excited about our Sun!
Lesson 1 (PDF file)
Lesson 2 (PDF File)
Lesson 3 (PDF File)
Lesson 4 (PDF File)
Lesson 5 (PDF File)
The sun is a very important part of our lives. Without it, there would be no life. There would be no food, no change of seasons, and it would be dark all the time.
This unit will begin our study of our solar system. By beginning with the sun, the students will have a better understanding of how important simple things are, such as the change from day to night. They will learn why the seasons change and what would happen if they didn’t.
We will briefly touch on energy that is produced by the sun. The students will research for themselves what everyday things require the sun’s energy. We will conclude the unit by beginning to discuss space and gravity in relation to the sun.
This unit provides a lot of activities to get the students motivated and excited about our Sun!
Lesson 1 (PDF file)
Lesson 2 (PDF File)
Lesson 3 (PDF File)
Lesson 4 (PDF File)
Lesson 5 (PDF File)
Weather
Weather
A Unit for First Grade
Weather Introduction to the Unit
This unit is designed to give first grade students an introduction to weather. This unit will help them understand the basic concepts of weather that are discussed on a daily basis. Students will use their science, math, geography, art, and English skills to be successful in this unit. Throughout this unit students will develop an understanding of what weather is. They will learn how to describe weather and how weather is created. They will also be engaged in fun activities that will allow them to assess weather and predict it just like the news weather stations do. Students will continue to learn about weather and how weather is measured. Students will be given the opportunity to do some hands on work where they will be measuring temperatures themselves. This activity will give them an understanding of temperature which they will be able to apply to the weather outside. Students will also gain an understanding of how weather affects our seasons and those different seasons represent different weather. This will be something they will be able to associate with. They will be able to think about the different items of clothing that they wear in the different seasons because of the weather. At the end of this unit students will be given the opportunity to take all of the knowledge that they have learned and apply it to a really great activity. The students themselves with create a news broadcast about a weather story. This activity will show them how important all the weather concepts they learned are.
Unit Goals
Students will get an introduction to weather.
Students will gain an understanding of the different terms used in weather
Students will gain understanding in how weather is created.
Students will explore the patterns in weather.
Students will gain understanding of the 4 seasons in a year and why and how they exist.
Students will become aware of how weather is measured with the use of a thermometer.
Unit Objectives
Day 1: SWBAT explain how the earth, sun, air, and water work together to create our weather.
Day 2: SWBAT solve problems by using manipulatives, counting, and patterns. The student should be able to reflect by explaining how they came to these conclusions.
Day 3: SWBAT describe the differences between the four seasons, associate seasons with the calendar months and be able to explain why the seasons occur.
Day 4: SWBAT learn to use a thermometer to measure temperature and describe and record different temperatures.
Day 5: SWBAT write an ending to weather broadcast using knowledge acquired from this unit, and successfully “perform” the weather broadcast by recording it on a video camera.
Students will get an introduction to weather.
Students will gain an understanding of the different terms used in weather
Students will gain understanding in how weather is created.
Students will explore the patterns in weather.
Students will gain understanding of the 4 seasons in a year and why and how they exist.
Students will become aware of how weather is measured with the use of a thermometer.
Unit Objectives
Day 1: SWBAT explain how the earth, sun, air, and water work together to create our weather.
Day 2: SWBAT solve problems by using manipulatives, counting, and patterns. The student should be able to reflect by explaining how they came to these conclusions.
Day 3: SWBAT describe the differences between the four seasons, associate seasons with the calendar months and be able to explain why the seasons occur.
Day 4: SWBAT learn to use a thermometer to measure temperature and describe and record different temperatures.
Day 5: SWBAT write an ending to weather broadcast using knowledge acquired from this unit, and successfully “perform” the weather broadcast by recording it on a video camera.
WEATHER EVERYWHERE
Whether the weather be fine
Or whether the weather be not,
Whether the weather be cold
Or whether the weather be hot,
We’ll weather the weather
Whatever the weather,
Whether we like it or not.
Day 1
Lesson 1
What controls the weather?
MST State Standards: Standard #4: Student will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Many of the phenomena that we observe on earth involve interactions among components of air, water, and land. Describe relationship among air, water, and land on earth.
Integrated Standards:
ELA Standard #1: Students will listen, speak, read, and write for information and understanding. They will collect data, facts, and ideas; discover relationships, concepts, and generalizations.
The Arts Standard #2: Knowing and using arts materials and resources; students will know about and make use of the materials available to participate in the arts.
Objective:
SWBAT explain how earth, sun, air, and water work together to create our weather.
Materials:
“The Weather Master” story
KWL chart
Oak Tag, magazines, scissors, & glue
Safety Procedures:
N/A
Procedure:
KWL chart- Student will fill out the KWL chart to see what they already know about weather.
Discuss the student answers as a class and make a list of terms.
Introduce to the students the story, “The Weather Master.” Tell them it is about the earth, water, wind, and sun.
Ask student questions about these different elements.
Do these elements have anything to do with the weather?
What are their jobs?
Which element do you think is the most important?
Read, “The Weather Master.”
After the story, discuss with the students the lesson in the story. Students should be able to explain that all elements of weather are important and they all work together to create our weather. One cannot be present without the other.
Divide students into groups. Each group representing air, earth, water, or sun.
Students will then receive magazines, oak tag, scissors, and glue and will make a collage of pictures that their element represents.
Each group will then explain their collage and the pictures they chose to represent their element. Ex: Water collage should have picture of rain, snow, floods, rivers, & umbrellas.
Key Questions:
Student should be able to answer these questions at the end of lesson…
What is weather?
Is one component of the weather more important than the other?
How are the parts of weather like a team?
What would happen if one of these parts were missing?
Adaptation for Special Needs Students:
Go over vocabulary with student before reading the story.
Possibly read the story to the child before they all listen as a class.
Follow-up assignments:
Student will illustrate their favorite part of they story and write a few sentences telling why the element that they drew was important.
Students will fill out the W column on their KWL chart to write down what else they want to know about weather.
Assessment:
Students will be assessed on their story comprehension, on the completion of their K and W part of the KWL chart, and on their collages.
Day 2
Lesson 2
Can you predict next week’s weather?
MST State Standards: Science standard #4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
1. The earth and celestial phenomena can be described by principles of relative motion and perspective.
Student will describe patterns of daily, monthly, and seasonal changes in their environment.
Integrated Standards: NYS math 1.A.1- Determine and discuss patterns in arithmetic.
(What comes next in a repeating pattern, using numbers or objects?)
ELA Standard #1 Students will read, write, listen, and speak for information and understanding.
Objective:
The student should be able to solve weather problems by using manipulatives, counting, and patterns. The student should be able to reflect by explaining how they came to these conclusions.
Materials:
“Letter” from local news station
Calendar page for one month
Problem solving worksheet
Paper cut outs (umbrella, snowmen, sun, and gust of wind)
Scissors
Glue stick
Safety Procedures: N/A
Procedure:
Motivation- as a lesson starter read the “letter” from the local news station asking for help.
Tell the students you have just received the weather reports from the last two weeks. The local news has asked that they organize and interpret the data and organize it on a calendar for them so they can assess the weather patterns of the past two weeks in order to prepare for next week’s forecast.
Give each student “data sheets” and read them as a class and discuss them.
As a class use the paper cut outs to show what the weather was for the first two weeks of the month. The will cut out the appropriate type of weather and paste it on the appropriate day.
Ask the students to describe any patterns they can see in the weather.
Call on student to recall what the weather was like on a certain day in order to assess that they know how to read the calendars correctly.
Problem solving worksheet- students will answer questions based on the calendar that they have filled out.
Student will predict what the weather will be like for the next two weeks based on the patterns that they found.
Key Questions:
Students should be able to answer these questions at the end of the lesson…
What is a pattern?
How can we see patterns in weather?
Do you think that patterns are an important part of weather? Why?
Are there patterns in other things besides weather? What are they?
Adaptation for Special Needs Students:
Use a big calendar in front of the classroom to demonstrate what the students are doing. As students work independently to complete the calendar, work closely with the special needs child or children.
Follow- up Assignments:
For homework, the students can come up with three other places where they can find patterns. They should name the pattern, where it’s found, and also draw a picture of how it repeats.
Students will also write a letter back to the news station letting the weather station know that they have organized their data, and have located the patterns in the weather from the past two weeks. They can also let the news station know their predictions for the next two weeks based on the patterns that they found.
Assessment:
Students will be assessed on their accuracy of completing the rest of the calendar for the month, and on their ability to correctly solve the problems that asked them to gather information from the calendar. Also students will be graded on their letter response to the news team. It will be checked for grammar, punctuation, and content.
Long Island Weather
Channel 12 News
1234 School Street
Garden City, NY 11530
Dear Students,
Here in Garden City, New York, the Channel 12 news team has learned about what a great group of thinkers you are! We have been told by reliable sources that you are highly trusted to be involved in weather forecasting and that you are extremely knowledgeable when it comes to seeking out patterns in our weather. Frankly, we are in desperate need of your help! Recently, we hired a new employee to organize and file all of our weather reports so that we could keep track of patterns in our weather to help us predict patterns for future weather. Unfortunately, this individual was unorganized and unprofessional. He was unable to follow directions and all of our information is mixed up! There are weather reports everywhere!!
We are in the need of your help. We are hoping that your class will be able to help us organize these files and get our patterns in order. I have sent your teacher all the files of the weather reports from the first two weeks of this month. Once you have organized all the files for us we will be able to predict what the weather may be like for the next two weeks. I hope that you will be able to find time in your busy day to address this matter.
Thank you in advance,
Channel 12 News
Channel 12 News
Official Weather Data Sheet
· On the 2nd & 5th it was cloudy.
· On the 3rd and 6th it snowed
· On the first Sunday of the month and the first Saturday of the month it was sunny.
*We have only accounted for six out of the seven days of the first week. We must have lost the report for Wednesday the 4th.
Can you find a pattern that can help you fill in the blank?
(sunny, cloudy, snowy,_______, cloudy, snowy)
· On the 8th it was cloudy.
· For the next two days it rained.
· On the 11th it was cloudy again.
· Then rained for two more days.
*What do you think the weather was like for Saturday the 14th?
Can you find a pattern that can help you fill in the blank?
(cloudy, rain, rain, cloudy, rain, rain, _____)
· Our data shows that this pattern continue until the 17th.
*What was the weather like from the 15 until the 17th?
Now that we filled in the data, we need to think about what the next two week’s weather might look like. Here at the weather station we are thinking that the weather for the next seven days might repeat the pattern that we saw in the first week. If that was to be true, what would the weather look like from the 18th to the 24th?
Starting on the 25th, there is going to be a lot less moisture in the air, so we don’t expect to see any snow or rain in the last week. We do expect to see sunny days, and some cloudy days, possibly alternating every other day. If that was to happen, what would the weather look like for the last week?
Lesson 1
What controls the weather?
MST State Standards: Standard #4: Student will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Many of the phenomena that we observe on earth involve interactions among components of air, water, and land. Describe relationship among air, water, and land on earth.
Integrated Standards:
ELA Standard #1: Students will listen, speak, read, and write for information and understanding. They will collect data, facts, and ideas; discover relationships, concepts, and generalizations.
The Arts Standard #2: Knowing and using arts materials and resources; students will know about and make use of the materials available to participate in the arts.
Objective:
SWBAT explain how earth, sun, air, and water work together to create our weather.
Materials:
“The Weather Master” story
KWL chart
Oak Tag, magazines, scissors, & glue
Safety Procedures:
N/A
Procedure:
KWL chart- Student will fill out the KWL chart to see what they already know about weather.
Discuss the student answers as a class and make a list of terms.
Introduce to the students the story, “The Weather Master.” Tell them it is about the earth, water, wind, and sun.
Ask student questions about these different elements.
Do these elements have anything to do with the weather?
What are their jobs?
Which element do you think is the most important?
Read, “The Weather Master.”
After the story, discuss with the students the lesson in the story. Students should be able to explain that all elements of weather are important and they all work together to create our weather. One cannot be present without the other.
Divide students into groups. Each group representing air, earth, water, or sun.
Students will then receive magazines, oak tag, scissors, and glue and will make a collage of pictures that their element represents.
Each group will then explain their collage and the pictures they chose to represent their element. Ex: Water collage should have picture of rain, snow, floods, rivers, & umbrellas.
Key Questions:
Student should be able to answer these questions at the end of lesson…
What is weather?
Is one component of the weather more important than the other?
How are the parts of weather like a team?
What would happen if one of these parts were missing?
Adaptation for Special Needs Students:
Go over vocabulary with student before reading the story.
Possibly read the story to the child before they all listen as a class.
Follow-up assignments:
Student will illustrate their favorite part of they story and write a few sentences telling why the element that they drew was important.
Students will fill out the W column on their KWL chart to write down what else they want to know about weather.
Assessment:
Students will be assessed on their story comprehension, on the completion of their K and W part of the KWL chart, and on their collages.
Day 2
Lesson 2
Can you predict next week’s weather?
MST State Standards: Science standard #4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
1. The earth and celestial phenomena can be described by principles of relative motion and perspective.
Student will describe patterns of daily, monthly, and seasonal changes in their environment.
Integrated Standards: NYS math 1.A.1- Determine and discuss patterns in arithmetic.
(What comes next in a repeating pattern, using numbers or objects?)
ELA Standard #1 Students will read, write, listen, and speak for information and understanding.
Objective:
The student should be able to solve weather problems by using manipulatives, counting, and patterns. The student should be able to reflect by explaining how they came to these conclusions.
Materials:
“Letter” from local news station
Calendar page for one month
Problem solving worksheet
Paper cut outs (umbrella, snowmen, sun, and gust of wind)
Scissors
Glue stick
Safety Procedures: N/A
Procedure:
Motivation- as a lesson starter read the “letter” from the local news station asking for help.
Tell the students you have just received the weather reports from the last two weeks. The local news has asked that they organize and interpret the data and organize it on a calendar for them so they can assess the weather patterns of the past two weeks in order to prepare for next week’s forecast.
Give each student “data sheets” and read them as a class and discuss them.
As a class use the paper cut outs to show what the weather was for the first two weeks of the month. The will cut out the appropriate type of weather and paste it on the appropriate day.
Ask the students to describe any patterns they can see in the weather.
Call on student to recall what the weather was like on a certain day in order to assess that they know how to read the calendars correctly.
Problem solving worksheet- students will answer questions based on the calendar that they have filled out.
Student will predict what the weather will be like for the next two weeks based on the patterns that they found.
Key Questions:
Students should be able to answer these questions at the end of the lesson…
What is a pattern?
How can we see patterns in weather?
Do you think that patterns are an important part of weather? Why?
Are there patterns in other things besides weather? What are they?
Adaptation for Special Needs Students:
Use a big calendar in front of the classroom to demonstrate what the students are doing. As students work independently to complete the calendar, work closely with the special needs child or children.
Follow- up Assignments:
For homework, the students can come up with three other places where they can find patterns. They should name the pattern, where it’s found, and also draw a picture of how it repeats.
Students will also write a letter back to the news station letting the weather station know that they have organized their data, and have located the patterns in the weather from the past two weeks. They can also let the news station know their predictions for the next two weeks based on the patterns that they found.
Assessment:
Students will be assessed on their accuracy of completing the rest of the calendar for the month, and on their ability to correctly solve the problems that asked them to gather information from the calendar. Also students will be graded on their letter response to the news team. It will be checked for grammar, punctuation, and content.
Long Island Weather
Channel 12 News
1234 School Street
Garden City, NY 11530
Dear Students,
Here in Garden City, New York, the Channel 12 news team has learned about what a great group of thinkers you are! We have been told by reliable sources that you are highly trusted to be involved in weather forecasting and that you are extremely knowledgeable when it comes to seeking out patterns in our weather. Frankly, we are in desperate need of your help! Recently, we hired a new employee to organize and file all of our weather reports so that we could keep track of patterns in our weather to help us predict patterns for future weather. Unfortunately, this individual was unorganized and unprofessional. He was unable to follow directions and all of our information is mixed up! There are weather reports everywhere!!
We are in the need of your help. We are hoping that your class will be able to help us organize these files and get our patterns in order. I have sent your teacher all the files of the weather reports from the first two weeks of this month. Once you have organized all the files for us we will be able to predict what the weather may be like for the next two weeks. I hope that you will be able to find time in your busy day to address this matter.
Thank you in advance,
Channel 12 News
Channel 12 News
Official Weather Data Sheet
· On the 2nd & 5th it was cloudy.
· On the 3rd and 6th it snowed
· On the first Sunday of the month and the first Saturday of the month it was sunny.
*We have only accounted for six out of the seven days of the first week. We must have lost the report for Wednesday the 4th.
Can you find a pattern that can help you fill in the blank?
(sunny, cloudy, snowy,_______, cloudy, snowy)
· On the 8th it was cloudy.
· For the next two days it rained.
· On the 11th it was cloudy again.
· Then rained for two more days.
*What do you think the weather was like for Saturday the 14th?
Can you find a pattern that can help you fill in the blank?
(cloudy, rain, rain, cloudy, rain, rain, _____)
· Our data shows that this pattern continue until the 17th.
*What was the weather like from the 15 until the 17th?
Now that we filled in the data, we need to think about what the next two week’s weather might look like. Here at the weather station we are thinking that the weather for the next seven days might repeat the pattern that we saw in the first week. If that was to be true, what would the weather look like from the 18th to the 24th?
Starting on the 25th, there is going to be a lot less moisture in the air, so we don’t expect to see any snow or rain in the last week. We do expect to see sunny days, and some cloudy days, possibly alternating every other day. If that was to happen, what would the weather look like for the last week?
Day 3
Lesson 3
Why do seasons change?
MST State Standards: Standard #4: Student will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
The earth and celestial phenomena can be described by principals of relative motion and perspective students will be able to describe patterns of daily, monthly, and seasonal changes in their environment.
Integrated Standards: Connections to the National Geography Standards:
Standard 1: How to use maps and other geographic representation, tools, and technologies to acquire, process, and report information from a spatial perspective.
Objective: SWBAT describe the differences between four seasons, associate the seasons with the calendar months, and be able to explain why seasons occur.
Safety Procedures: N/A
Materials:
Globe
Paper Sun Cut out
Writing & Drawing Materials
Blank Calendars
Procedure:
1. Have different articles of clothing set up in the front of the classroom.
2. Ask the students to explain what each article is used for and when we wear it.
3. Ask them to describe the differences between the seasons; winter, spring, summer, and fall and why we need different clothing in different seasons throughout the year.
4. Engage them in discussion:
a. Why do we have seasons?
b. What happens to the earth to make the seasons change?
c. What do the seasons have to do with the months on the calendar?
5. Using the globe and a student volunteer (holding a picture of a sun) the teacher will demonstrate and explain that the earth is titled and that is revolves around the sun once a year. This is how we get our seasons. Half the year the earth is tilted toward the sun creating summer and when the earth is tilted away from the sun we experience winter. When it is equal, we experience spring and fall. We get our day by the earth rotating on its axis every 24 hours. (While the teacher is explaining this she will use the globe and the sun to demonstrate to the students the tilt and the movement.) The teacher will also explain how the seasons are broken up into 3 months per season. Each year has 4 seasons. These months will be related to the calendar.
6. The students will get into groups and take turns repeating the demonstration and discovering for themselves the movement of the earth.
7. Students will take the information discussed about the different months in the year and will create their own calendars with illustrations that represent that season. The calendar will include the start and end of each season as well as important holidays in the season.
Key Questions:
Students should be able to answer these questions by the end of the lesson…
Why do the seasons occur?
What happens to the earth to make seasons change?
Why do we wear different clothing in the different seasons?
What do you think the weather would be like if you lived close to the equator all year long?
What do you think the weather would be like if you lived at the very tip of the north or South Pole?
Adaptation for Special Needs Students:
Pair special needs student up with a reliable student in the class so they can help them with the demonstration.
Follow-up Assignments:
Student will pick their favorite season and write a poem about it using the five senses.
(This will be a review of poems & the five senses)
Assessment:
Students will be assessed by their participation in the lesson. Each group of student will be asked to demonstrate how the earth revolves around the sun and creates the seasons. The teacher will also assess the calendars to ensure that all the important dates and holidays are recorded on them and that each month has an appropriate illustration.
Day 4
Lesson 4
Let’s measure the weather ourselves!!!
MST Standards: Standard #4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Performance Indicator: 1. The Earth and celestial phenomena can be described by principles of relative motion and perspective: describe patterns of daily, monthly, and seasonal changes in their environment.
Standard 5 technology education: Students will apply technological knowledge and skill to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. Students will explore, use, and process a variety of materials and energy sources to design and construct things.
Integrated Standards: ELA Standard 1: Students will read, write, listen, and speak for information and understanding.
Objectives:
Students will understand the meaning of temperature and how it is associated with weather.
Student will learn to use a thermometer to measure temperature.
Students will describe and record different temperatures.
Materials:
Pencil
Ditto
Plastic cups
Ice
Warm water
Cold Water
Thermometer
Safety Procedures:
Inspect thermometers to make sure that none are broken or damaged. Inform students to stay at their work stations during the experiment. Explain to students that if a thermometer breaks they are to move away from the broken glass and not touch anything! They should tell the teacher immediately and she will come clean it up.
Procedure:
Start off the lesson by asking some questions..
Does anyone know what temperature means?
What does temperature measure?
What instrument/tool do we use to measure temperature?
Show students an actual thermometer and begin to explain it to them. Point out the red line on the thermometer and ask if any one knows it’s importance. Ask students what happens to the red line when temperature changes. Have students stand up and demonstrate. They can pretend they are the red line. Have them act out and explain what they think might happen to the red line when the temperature gets hotter, and when the temperature gets colder.
Put students into groups and allow them to CAREFULLY explore the thermometer.
Have students place the thermometer on their desk and after 2-3 minutes have them record the air temperature in the room. Each group will report to the class to see if everyone came up with the same temperature.
In the group students will now complete an experiment. Before any materials are handed out, students will predict what they think will happen if they put a thermometer in warm water and in cold water. Students will then be given warm water and cold water and will test their predictions.
Each student will fill in a handout during the experiment explaining in their own words what happens to the red line on these two different occasions.
After the experiment bring the class back together and ask them to think about why it is important for people to know how to measure and read temperature.
After the discussion ask the students to go back to their desks and take about 15 minutes to write in their journals about a time in their life when knowing about the weather helped them. (Ex: they knew it was going to rain so the brought an umbrella with them)
Key Questions:
Students should be able to answer these questions by the end of the lesson…
What is temperature?
How is temperature measured?
What does a thermometer tell us about the weather?
How does knowing temperature affect our lives?
Adaptation for Special Needs Students:
Record the directions on tape recorder. Cover the Celsius side of the thermometer so there will be less numbers for the student to see.
Follow-up Assignments:
After the experiments have students complete the Hot, Cold, or In Between worksheet. Also, have them think about and respond to this question: In what other ways can you change the temperature on a thermometer? (Ex: Covering it with your hand. Put it under a blanket. Put in snow etc.)
Assessment:
Students will be assessed based on their behavior during the experiment and on the worksheet that was filled out during the experiment.
Name _______________________
What’s the Temperature?
Temperature is how hot or cold something is.
A thermometer is something that you use to measure the temperature.
Materials Checklist:
Check off once you have received.
___ Pencil ___3 Plastic Cups
___ Warm Water ___Cold Water
___ Ice ___Thermometer
Follow directions carefully and explain your answer for each question. Write temperature in the space next to the number.
____ 1. Study the thermometer at room temperature. What do you notice? ___________________________________
____ 2. Put the thermometer in the warm water. What happens to the red line? ____________________________
________________________________________________
____ 3. Put the thermometer in the cold water. What happens to the red line? ____________________________
________________________________________________
____ 4. Look outside. What do you think would happen if you put the thermometer outside? ____________________
____ 5. What do you think the thermometer will do on a summer day? ____________________________________
Lesson 3
Why do seasons change?
MST State Standards: Standard #4: Student will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
The earth and celestial phenomena can be described by principals of relative motion and perspective students will be able to describe patterns of daily, monthly, and seasonal changes in their environment.
Integrated Standards: Connections to the National Geography Standards:
Standard 1: How to use maps and other geographic representation, tools, and technologies to acquire, process, and report information from a spatial perspective.
Objective: SWBAT describe the differences between four seasons, associate the seasons with the calendar months, and be able to explain why seasons occur.
Safety Procedures: N/A
Materials:
Globe
Paper Sun Cut out
Writing & Drawing Materials
Blank Calendars
Procedure:
1. Have different articles of clothing set up in the front of the classroom.
2. Ask the students to explain what each article is used for and when we wear it.
3. Ask them to describe the differences between the seasons; winter, spring, summer, and fall and why we need different clothing in different seasons throughout the year.
4. Engage them in discussion:
a. Why do we have seasons?
b. What happens to the earth to make the seasons change?
c. What do the seasons have to do with the months on the calendar?
5. Using the globe and a student volunteer (holding a picture of a sun) the teacher will demonstrate and explain that the earth is titled and that is revolves around the sun once a year. This is how we get our seasons. Half the year the earth is tilted toward the sun creating summer and when the earth is tilted away from the sun we experience winter. When it is equal, we experience spring and fall. We get our day by the earth rotating on its axis every 24 hours. (While the teacher is explaining this she will use the globe and the sun to demonstrate to the students the tilt and the movement.) The teacher will also explain how the seasons are broken up into 3 months per season. Each year has 4 seasons. These months will be related to the calendar.
6. The students will get into groups and take turns repeating the demonstration and discovering for themselves the movement of the earth.
7. Students will take the information discussed about the different months in the year and will create their own calendars with illustrations that represent that season. The calendar will include the start and end of each season as well as important holidays in the season.
Key Questions:
Students should be able to answer these questions by the end of the lesson…
Why do the seasons occur?
What happens to the earth to make seasons change?
Why do we wear different clothing in the different seasons?
What do you think the weather would be like if you lived close to the equator all year long?
What do you think the weather would be like if you lived at the very tip of the north or South Pole?
Adaptation for Special Needs Students:
Pair special needs student up with a reliable student in the class so they can help them with the demonstration.
Follow-up Assignments:
Student will pick their favorite season and write a poem about it using the five senses.
(This will be a review of poems & the five senses)
Assessment:
Students will be assessed by their participation in the lesson. Each group of student will be asked to demonstrate how the earth revolves around the sun and creates the seasons. The teacher will also assess the calendars to ensure that all the important dates and holidays are recorded on them and that each month has an appropriate illustration.
Day 4
Lesson 4
Let’s measure the weather ourselves!!!
MST Standards: Standard #4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Performance Indicator: 1. The Earth and celestial phenomena can be described by principles of relative motion and perspective: describe patterns of daily, monthly, and seasonal changes in their environment.
Standard 5 technology education: Students will apply technological knowledge and skill to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. Students will explore, use, and process a variety of materials and energy sources to design and construct things.
Integrated Standards: ELA Standard 1: Students will read, write, listen, and speak for information and understanding.
Objectives:
Students will understand the meaning of temperature and how it is associated with weather.
Student will learn to use a thermometer to measure temperature.
Students will describe and record different temperatures.
Materials:
Pencil
Ditto
Plastic cups
Ice
Warm water
Cold Water
Thermometer
Safety Procedures:
Inspect thermometers to make sure that none are broken or damaged. Inform students to stay at their work stations during the experiment. Explain to students that if a thermometer breaks they are to move away from the broken glass and not touch anything! They should tell the teacher immediately and she will come clean it up.
Procedure:
Start off the lesson by asking some questions..
Does anyone know what temperature means?
What does temperature measure?
What instrument/tool do we use to measure temperature?
Show students an actual thermometer and begin to explain it to them. Point out the red line on the thermometer and ask if any one knows it’s importance. Ask students what happens to the red line when temperature changes. Have students stand up and demonstrate. They can pretend they are the red line. Have them act out and explain what they think might happen to the red line when the temperature gets hotter, and when the temperature gets colder.
Put students into groups and allow them to CAREFULLY explore the thermometer.
Have students place the thermometer on their desk and after 2-3 minutes have them record the air temperature in the room. Each group will report to the class to see if everyone came up with the same temperature.
In the group students will now complete an experiment. Before any materials are handed out, students will predict what they think will happen if they put a thermometer in warm water and in cold water. Students will then be given warm water and cold water and will test their predictions.
Each student will fill in a handout during the experiment explaining in their own words what happens to the red line on these two different occasions.
After the experiment bring the class back together and ask them to think about why it is important for people to know how to measure and read temperature.
After the discussion ask the students to go back to their desks and take about 15 minutes to write in their journals about a time in their life when knowing about the weather helped them. (Ex: they knew it was going to rain so the brought an umbrella with them)
Key Questions:
Students should be able to answer these questions by the end of the lesson…
What is temperature?
How is temperature measured?
What does a thermometer tell us about the weather?
How does knowing temperature affect our lives?
Adaptation for Special Needs Students:
Record the directions on tape recorder. Cover the Celsius side of the thermometer so there will be less numbers for the student to see.
Follow-up Assignments:
After the experiments have students complete the Hot, Cold, or In Between worksheet. Also, have them think about and respond to this question: In what other ways can you change the temperature on a thermometer? (Ex: Covering it with your hand. Put it under a blanket. Put in snow etc.)
Assessment:
Students will be assessed based on their behavior during the experiment and on the worksheet that was filled out during the experiment.
Name _______________________
What’s the Temperature?
Temperature is how hot or cold something is.
A thermometer is something that you use to measure the temperature.
Materials Checklist:
Check off once you have received.
___ Pencil ___3 Plastic Cups
___ Warm Water ___Cold Water
___ Ice ___Thermometer
Follow directions carefully and explain your answer for each question. Write temperature in the space next to the number.
____ 1. Study the thermometer at room temperature. What do you notice? ___________________________________
____ 2. Put the thermometer in the warm water. What happens to the red line? ____________________________
________________________________________________
____ 3. Put the thermometer in the cold water. What happens to the red line? ____________________________
________________________________________________
____ 4. Look outside. What do you think would happen if you put the thermometer outside? ____________________
____ 5. What do you think the thermometer will do on a summer day? ____________________________________
Day 5
Lesson 5
Today you’re the weather team!
MST State Standards: Standard #4: Student will: understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
The earth and celestial phenomena can be described by principles of relative motion and perspective.
Describe patterns of daily, monthly, and seasonal changes in their environment.
Many of the phenomena that we observe on earth involve interactions among components of air, water, and land.
Describe the relationships among air, water, and land on earth.
Integrated Standards: The arts: standard 1: creating, performing, and participating in the arts. Students will actively engage in the processes that constitute creation and performance in the arts and participate in various roles in the arts.
ELA standard 4: Language for social interaction: Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of English language for effective social communication with a wide variety of people.
Objectives: SWBAT write a weather broadcast using knowledge acquired from this unit and successfully “perform” the weather broadcast by recording it on a video camera.
Materials: Video camera, microphone, radio, rocks, cans, water (items for sound effects)
Venn diagram worksheets
Safety Procedures: N/A
Procedure:
1. Students will watch short video clips of weather forecasts as an introduction to today’s lesson.
2. Students will observe the different roles during a broadcast and think of ideas for their own class broadcast.
3. As a class we will brainstorm ideas for a weather story.
4. Teacher will create an exact script of the broadcast and assign everyone a part. Some students will be speaking and others will be making sound effects to go along with the story.
5. Students will rehearse their parts and practice the broadcast.
6. Teacher will record the broadcast as the students act it out.
7. After the completion of the broadcast, students will again watch real broadcasts and then watch their own. Students will fill out a Venn diagram comparing and contrasting how their broadcast was similar and different from real news broadcasts.
Key Questions:
Students should be able to answer these questions at the end of the lesson…
How was our broadcast different from the ones we see on TV? How is it similar?
What do you think would happen if someone could control the weather?
What things about our weather would change?
What would you change if you could control the weather?
Adaptation for Special Needs Students:
ELL learners may not take such an active role in reading from the “script”. Teacher should stress the importance of the sounds effects so he or she is motivated to be involved.
Follow-up Assignments:
Students will fill in the L part of their KWL chart from the beginning of the unit. This should sum up the lessons that were taught.
Assessment:
Students will be assessed by their participation in the making of the radio show. Teacher will be able to see that students have understood the overall concept taught in the unit by the student’s ideas and participation for creating the weather broadcast. Students will have to recall back on knowledge that they learned throughout the unit so the show is educational as well as entertaining.
Lesson 5
Today you’re the weather team!
MST State Standards: Standard #4: Student will: understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
The earth and celestial phenomena can be described by principles of relative motion and perspective.
Describe patterns of daily, monthly, and seasonal changes in their environment.
Many of the phenomena that we observe on earth involve interactions among components of air, water, and land.
Describe the relationships among air, water, and land on earth.
Integrated Standards: The arts: standard 1: creating, performing, and participating in the arts. Students will actively engage in the processes that constitute creation and performance in the arts and participate in various roles in the arts.
ELA standard 4: Language for social interaction: Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of English language for effective social communication with a wide variety of people.
Objectives: SWBAT write a weather broadcast using knowledge acquired from this unit and successfully “perform” the weather broadcast by recording it on a video camera.
Materials: Video camera, microphone, radio, rocks, cans, water (items for sound effects)
Venn diagram worksheets
Safety Procedures: N/A
Procedure:
1. Students will watch short video clips of weather forecasts as an introduction to today’s lesson.
2. Students will observe the different roles during a broadcast and think of ideas for their own class broadcast.
3. As a class we will brainstorm ideas for a weather story.
4. Teacher will create an exact script of the broadcast and assign everyone a part. Some students will be speaking and others will be making sound effects to go along with the story.
5. Students will rehearse their parts and practice the broadcast.
6. Teacher will record the broadcast as the students act it out.
7. After the completion of the broadcast, students will again watch real broadcasts and then watch their own. Students will fill out a Venn diagram comparing and contrasting how their broadcast was similar and different from real news broadcasts.
Key Questions:
Students should be able to answer these questions at the end of the lesson…
How was our broadcast different from the ones we see on TV? How is it similar?
What do you think would happen if someone could control the weather?
What things about our weather would change?
What would you change if you could control the weather?
Adaptation for Special Needs Students:
ELL learners may not take such an active role in reading from the “script”. Teacher should stress the importance of the sounds effects so he or she is motivated to be involved.
Follow-up Assignments:
Students will fill in the L part of their KWL chart from the beginning of the unit. This should sum up the lessons that were taught.
Assessment:
Students will be assessed by their participation in the making of the radio show. Teacher will be able to see that students have understood the overall concept taught in the unit by the student’s ideas and participation for creating the weather broadcast. Students will have to recall back on knowledge that they learned throughout the unit so the show is educational as well as entertaining.
Matt's Unit Plan
Overview/Rationale:
This activity will introduce children to the events that lead up to the American Revolutionary War. These activities will also teach the students what life was like for the colonists in this time period. The students will learn what the concept of a revolution is and it’s implications for a nation. The students will also learn who the key people of this time period are, what they did, and why they are important.
Learner’s Performance Objective:
Students will:
* Describe the background and causes of the American Revolution
* List and describe at least four major acts
* Describe some of the key individuals of this time period including why they are important to our history
* Be able to compare and contrast their lives versus the lives of people in the colonial time period
NYSED Social Studies Standards (Elementary)
Standard 1:1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
Standard 1: 2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
Grade Level: 4-6
Instructional Plan(preparation)/Materials/Equipment:
* Chart paper and markers
This activity will introduce children to the events that lead up to the American Revolutionary War. These activities will also teach the students what life was like for the colonists in this time period. The students will learn what the concept of a revolution is and it’s implications for a nation. The students will also learn who the key people of this time period are, what they did, and why they are important.
Learner’s Performance Objective:
Students will:
* Describe the background and causes of the American Revolution
* List and describe at least four major acts
* Describe some of the key individuals of this time period including why they are important to our history
* Be able to compare and contrast their lives versus the lives of people in the colonial time period
NYSED Social Studies Standards (Elementary)
Standard 1:1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
Standard 1: 2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
Grade Level: 4-6
Instructional Plan(preparation)/Materials/Equipment:
* Chart paper and markers
* Handouts on the American Revolution (See Attached)
* Internet access
* Encarta
* World Book Encyclopedia
* PowerPoint Software
* Scissors
* Poster board to cut into a “Puzzle Piece Timeline”
Prerequisite Skills:
The students should have a basic understanding of how America became settled as well the students should have an understanding on how the colonies were formed. Students should have a good idea of the technical limitations of the time period; what sort of technologies they were lacking that we currently have today. Students should also have a basic geographic understanding of the colonies.
Students should also have a basic idea of how to use the internet to research topics; and how to use the school library and encyclopedia to research. Students should also have a basic understanding on how to use a computer.
Instructional Procedures and Activities:
Session 1:
Start off the unit by showing the class the Instructional Video to get the students interested in learning about the Revolutionary War. The video will consist of pictures, drawings, and sketches from the Revolutionary War time period with interesting and insightful commentary on each one. The pictures will be arranged in a chronological order and the teacher commentary will tell the tale of the events leading to the revolutionary war. The teacher will then talk about the “K W L” for this unit. The teacher will handout a KWL worksheet for the Revolutionary War unit. The teacher will lead a class discussion with the students finding out that they Know, what they Want to know, and what they plan to Learn over the course of this unit.
Session 2:
The teacher will divide the students into small groups to research the various acts that the British had imposed on the colonies. Be sure to try to use heterogeneous grouping; group one or two more able students with students who may not be quite as focused. Students will investigate how the colonists responded to the British acts and laws. Each different group will be assigned a specific act or law that they will be researching; these would include: The Stamp Act, The Townsend Act, The Sugar Act, The Quartering Act, and The Tea Act. The students will create posters with descriptions; about one or two paragraphs long to present to the class. Students will use the Internet, their textbook, the school library, World Book Encyclopedia, or Encarta as their references.
Students will create a poster depicting the act that they are researching. Each group will write a description of the act and share it with the class. These posters will be displayed on a puzzle piece which will then be placed onto a timeline in the front of the room to sequence these important events. This timeline will be ongoing throughout the unit, as future events are researched by the class, new puzzle pieces will be added to the timeline so that the class can have a complete idea of the events leading up to the revolutionary war and in exactly what order they happened.
The teacher will have a rubric to evaluate not only the quality of the research and report that each group produces but it will also be to evaluate how each student works with the other students in his or her group, as well as the quality of the presentation made to the class.
Session 3:
This lesson will be presented in order for the students to get a better idea of how exactly colonists may have felt in the times preceding the revolutionary war. A token system will be used in the class to reward outstanding work and good behavior. The token system will work similarly to the way regular currency works. The tokens can be exchanged for prizes or points on their next test, at the end of the week. When most of the students have several tokens, the teacher will start to tax the student’s tokens, the teacher will tax them to use the bathroom, leave the classroom to eat lunch, to get up from their seat, to sharpen their pencil, anything that the student normally does can be taxed by the teacher. It is important to continually add different taxes each day. So if on Tuesday it only cost one token to get up and go to the bathroom. On Wednesday it now costs one token to get up from your seat, and two more tokens to leave the classroom to go to the bathroom. On Thursday it may even cost a token to ask the question to go to the bathroom. The teacher could tax students for getting up to sharpen their pencil, for using the computers, or anything else that the teacher could imagine. On the last day of the unit, the teacher will discuss with the students how they felt about the constant taxation and the constant changes in how they were taxed. Students will compare their feelings with how the colonists felt during the times before the revolutionary war, students should compare and contrast their feelings with those that the colonists may have been feeling.
Session 4:
The teacher will divide the class into four groups. Each different group will be assigned one of these four major events that lead up to the Revolutionary War: The Boston Massacre, The Boston Tea Party, The First Continental Congress, and The Committees of Correspondence. The students will then research these events, and find out the main ideas of each event. The students need to include: What happened? Why it happened? When did it happen? Where did it happen? What was the response from the British, or were there any repercussions from the British? Students will use the internet, their textbooks, World Book encyclopedia and the school library to research these topics. The students will then answer the questions in the form of a short PowerPoint presentation or they have the option of creating a newspaper article instead of the PowerPoint presentation. Each group will also create a puzzle piece poster for their assigned event to add to the timeline. The puzzle piece only needs to include some facts about their event, the date of their event, and the name of their event. The students will need to include at least two pictures relevant to their assigned event in their PowerPoint presentation or Newspaper article. If the students cannot find pictures of the event, they are free to draw their own pictures. “The American Revolution: A Picture Sourcebook” by John Grafton is an excellent source for images regarding the revolutionary war. Please see the attached rubric for evaluation of the PowerPoint Presentation and Newspaper article.
Session 5:
For this activity students will research some of the key people during the American Revolution. They will complete a short graphic organizer outlining the characteristics of the famous person that they have chosen. Students can research their famous person in pairs or separately, it is up to the teacher and dependant on the classroom. The students will orally present their information during an activity where a moderator will ask such questions as: What is your greatest contribution to our history? What is your greatest strength? What are your weaknesses? Why should you be remembered? Are there any other important facts that we could know about you? Here is a short list of some possible important “Founding Fathers” that could be researched:
Abigail Adams
Sam Adams
John Adams
Ethan Allen
Thomas Jefferson
Benedict Arnold
Crispus Attucks
William Brown
Benjamin Franklin
Nathan Hale
George Washington
Paul Revere
Betsy Ross
Robert Morris
James Madison
John Paul Jones
Daniel Morgan
Richard Montgomery
Patrick Henry
Paul Revere
Henry Knox
Closure:
An excellent way to end this lesson would be to have a mock “Colonial Day”. This activity could be collaboration with the other teachers on the grade level. Each classroom would have five centers with activates related to the colonial period that the children could rotate to and from. The following is a list of possible activity centers.
#1: Making small colonial storage chests
#2: Making candles
#3: Making small wooden tops
#4: Basket weaving
#5: Practicing calligraphy
#6: Completing a patchwork square
#7: Frying Johnnycakes
#8: Designing Samplers
#9: Examining antique tool collections or pictures of antique tools
#10: Weaving potholders
#11: Carding Wool; when you brush wool so that it can be spun
#12: Use drop spindles to spin wool
#13: Making soap
#14: Making homemade ink
#15: Writing with a Quill Pen
#16: Construct a hornbook
#17: Butter Churning
#18: Grinding corn
Parents will need to be recruited to help assist with various stations, as well to help prepare the classrooms in order to have the colonial day. Instructions will need to be clearly displayed at each station and the supervisor at each station will need to be clear on what is to be done at each station. If time allows a brief training session will be helpful to have for the parents that will be involved with this activity.
I want the students to be able to experience what life was like for the people living in colonial days. The teacher should explain to the students that these activities were fairly common for most colonial people. This also gives the students a chance to interact with one another and experience colonial life in a much more meaningful way than reading from a book or listening to a lecture.
For an assessment of colonial day, the teacher could assign a journal article for the students to compare how colonial life was different than their lives today. Was it easier or more difficult? Are there any similarities between colonial life and present day activities?
Student Evaluation/Assessment:
One way of checking progress is to look at what the students produce. Their work not only shows that they have completed an activity but also shows their level of understanding. Talking with the students individually can reveal where they see themselves.
RUBRICS
Two rubrics are enclosed; the first is to evaluate the student’s puzzle piece timeline poster. The second is to evaluate the PowerPoint presentation or newspaper article.
Accommodation/modifications for special needs students:
The teacher should have materials on various reading levels for researching the different assignments for the special needs students. When assigning groups, the teacher should try to pair any special needs students with higher performing students who may be able to help the special needs students.
Resources:
Baicker, Karen. Colonial America. New York: Scholastic, 2002.
Rybak, Bob. Life as a Colonist. Torrance: Frank Shaffer Publishing, 1994.
Tannenbaum, Selma. People Who Made our Country Great. New York: Cambridge Book Company, 1975.
Kretzer, Marilyn. Making Social Studies Come Alive. New York: Scholastic, 1996.
Mitchell, A Young Nation Develops. St. Louis Missouri: Milliken Publishing Co., 1972.
Mitchell, The Revolutionary War. St. Louis Missouri: Milliken Publishing Co., 1972.
Murray, Stewart. American Revolution. New York: DK Publishing, 2002.
Grafton, John. The American Revolution: A Picture Sourcebook. New York: Dover Books, 1975.
Jacobson, Jennifer. The Big Book of Graphic Organizers. New York: Scholastic, 2002.
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