Each Kindness by Jacqueline Woodson is a great read aloud to do with students. This book helps students think about others and to consider how they feel. after the read aloud we did an activity that let the students talk about something nice they did for someone else.
Running Record: TEDU 426
- It is important to do running record to keep track of how your students are reading. It also lets you know what level of reading they are on. When you know, what level the child is on you are better able to provide appropriate text for them to read.
- The Sol used for this is 1.10 the SOL states; practice reading and rereading texts on their independent reading level to develop accuracy, fluency, and meaningful expression.
- The student will be able to read at a level on an independent level with at least 90 percent accuracy. Before we start reading the book the child will predict what they think will occur in the story. The child will tell me the authors name and read the title of the book. The child will use his finger to follow along on the page and will read fluently while understanding content. After the child reads the book we will work on recalling what happened during the book.
- When I sit down with the child I inform them that the child will read me the story that is already chosen.
- As the child reads I will be taking notes to help me understand them better as a reader.
- I will have the student read the tittle of the book which is the Three Little Pigs. They will also have to read e the authors name. The child will make a prediction on what they think will happen during the story.
- While the student is reading, I will be listening carefully for fluency and miscues. I will also be looking for what word the child says if it is not the correct word and write it down.
- When the child is finished with the book we will talk about the prediction made earlier and see if it came true. The child will tell me something that he learned during the story or they learned about one of the characters.
- After the child is done I will go over any of the miscues that they made and discuss review the correct grammar.
The book The Three Little Pigs will be the book that the child will read. The hundreds box and the miscue analysis sheet.
Evaluation Part A:
- I will assess the students’ knowledge by completing the hundreds chart and fining at whether the child is on an instructional independent or frustration reading level. Also, I will fill out the miscues analysis chart to what words and parts of words the child is having a hard time with. I will also be looking at the words that the child self-corrected on. I will also be looking t see if the child follows along with his finger as he reads. The child will assess his prediction that we made in the beginning and determine whether he was right or wrong, also what he could change about his prediction to make it more accurate now that we know what happened in the story.
Evaluation Part B:
- The child met the objective of using his finger to read along throughout the whole story, he also told me the authors name in the beginning and made a prediction that the big bad wolf was going to try to blow the pigs houses down. The book was a level c book and the teacher had picked The Three Little pigs for me along with the child that I gave the test to. The child was most definitely on frustration level with twenty-one missed words and a percent of 79. The student got the beginning of the words right for every word even the missed words. He got 66 percent f the middle of words wrong. The child got 77 percent of the end of the words wrong. The child got the structure of words missed wrong 42 percent of the time and the meaning wrong 52 percent of the time. He only self-corrected twice when reading the book. The child comprehended the story though and understand that the stronger house that you have will make it last longer. Next time I do this lesson I may not use the book the teacher wanted me to use and find an easier book for him to read that won’t result in so many miscues. I also may pick a book that I know he hasn’t read before. Although I think the child had heard the book before but had not read it on his own and out loud before.
Discrepant events are a perfect way to get the students attention at the beginning of a lesson. Discrepant events help student learn the material because they should be interest sparkers and create questions that the student is interested in finding the answer to through out the lesson. this lesson is great because it shows students how a chemical reaction occurs.
Discrepant Event Demonstration
What’s a Chemical Reaction?
Empty water bottle
Directions with safety considerations:
- Blow the balloon up a little bit to stretch it out.
- Put protective eye wear one.
- Make one balloon with two teaspoons of baking soda in it using the funnel.
- Now get the empty water bottle and fill it half way up with vinegar.
- Put the balloon over the bottle, but do not let any baking soda get in the bottle yet.
- Ask the students what they think will happen when the baking soda goes into the plastic bottle. Also ask why?
- Now take the baking soda and pour it into the bottle. Watch the results.
- Ask the students why they think this reaction occurred.
- Now tell the students why it occurred.
-The reaction that we just saw was a chemical reaction. When you mix baking soda that contains sodium bicarbonate which is a base when mixed with vinegar which is an acetic acid they react with each other. The gas that is created when this happens is carbon dioxide (CO2) which is why we saw all the little bubbles forming in the bottle. The balloon fills up because as the chemical reaction occurs the gas needs to escape from the bottle. Since we have the balloon wrapped around the top the air fills into the balloon; blowing it up! We create CO2 when we breath as well.
Description of the use in an elementary classroom:
This activity can be used in a fifth-grade classroom to discuss mixtures and solutions. Students are given a hands on opportunity to mix two elements and visibly see the outcome. I also think that is interesting to them that we create Co2 when we breath as does this experiment.
5.4 The student will investigate and understand that matter is anything that has mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts include
- e) mixtures including solutions.
Student Hand out:
What’s a Chemical Reaction?
Answer the following questions and draw pictures when necessary:
Make a prediction on what you think will happen when we combined baking soda with vinegar:
Why do you think this will happen?
Draw a picture of the result after the experiment is complete:
The reaction that we just saw was a chemical reaction. This reaction is caused when you mix baking soda which has sodium bicarbonate with vinegar which is acetic acidic you get the bubbling reaction of CO2 being created as the solution Does carbon dioxide sound familiar? Well it is what we as human’s breath out every day. As with our lungs we cannot just keep the carbon dioxide in ourselves. So, we breath it out just as with the bottle with the mixture had to release its CO2 and filled up the balloon.
This activity is great to get students out of their seats and talking about that parts of a plant cell through quiz, quiz, trade. This activity also shows an interactive video for the students to watch and see the inside of a plant cell at work. Showing the video will help the student better understand what the inner workings of a plant look like and the functions of a plant cell. after the students get to fell out a crossword puzzle to apply the knowledge they learned in the lesson.
Link to crossword-
|Purpose: The students will be learning difference and similarities between the animal and plant cell structures as well as introducing the topic of photosynthesis.
SOL: living systems
5.5 The student will investigate and understand that organisms are made of one or more cells and have distinguishing characteristics that play a vital role in the organism’s ability to survive and thrive in its environment. Key concepts include
a) basic cell structures and functions;
b) classification of organisms using physical characteristics, body structures, and behavior of the organism; and
c) traits of organisms that allow them to survive in their environment.
NSTA standard- PS3. D
-The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water).
stop at 3:15
***Use the video to get students engaged this will get them to wonder more about the plant cell now that we have gotten a closer look at how the parts of the cell work together.
· Ask the students to recite some of the things that they remember being in a plant call or recall facts from the film.
· look for these answers.
Chloroplast – An organelle in a plant cell that makes food from sunlight, water and carbon dioxide.
Cell wall – Holds the cells structure together.
Cell membrane- This is in both the plant and animal cell and it controls what goes in and out of the cell.
Mitochondria- This is the cell energy processor- it helps supply energy to the cell.
Nucleolus- This is in both plant and animal cells. It is the part of the cell that directs all cell Activates.
Vacuoles- Both plant and animal cells, it is the part of the plant that stores food and water
Cytoplasm- Jelly- like substance that fills the cell.
Photosynthesis- The process that takes place inside a plant to allow plants to make its own food.
Plant cell- This type of cell is surrounded by a thick, rigid, cell wall and is rectangular in shape.
Animal cell- This cell does not have chloroplast and is circular in shape.
Microscope- The instrument used to see a cell.
Cell- Basic unit of life.
· Ask what each part of the cell does?
Ask the students what they remember about the definitions of these words to extend/ elaborate their prior knowledge on the topic and see what they know.
|Evaluation Part A:
How will you assess the students’ knowledge of the new skills taught?
· After the movie and activity, I will have gotten more on what the students know based on the answers that they are giving throughout the activity while walking around listening to their answers. I will keep a tally on students that need some more reinforcement. As well as asking the students questions about the parts of the cells after the game. I will know that the students understand based on the answers they give for the crossword puzzle which will be graded. Refer to the filled-out answer sheet for grading on crossword puzzle if all are filled out it is 100% for everyone missed take off 3 points.
|Evaluation Part B: (after the lesson has been taught)
· Did the students meet your objectives?
· How do you know?
· Did your lesson accommodate/address the needs of all your learners?
· What were the strengths of the lesson?
· What were the weaknesses?
· How would you change the lesson if you could teach it again?
This is a great lesson to help students work together and use movement in the classroom. I think that giving students the opportunity to build peer relationships while working together is so important. Since the students are stimulated while working together to map out oceans and continents it will help them remember the facts that they are learning.
Activity Focus: Oceans and Continents (History, Social Science)
# of Students:25
Location: (circle) Gym Classroom Field Blacktop
Equipment: Maps, Ocean and Continent Labels, Cones, Hula Hoops
Safety Concerns: Students tripping/falling during relay races.
|National Content Standards (NASPE, 2004)
The Physically literate individual…
1. Demonstrates competency in a variety of motor skills and movement patterns.
2. Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
4. Exhibits responsible personal and social behavior that respects self and others.
5. Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
|Virginia Standards of Learning
Subject: History, Social Science
3.5 The student will develop map skills by
|Virginia Standards of Learning – Health & Physical Ed.
3.3 Fitness Planning: The student will describe the components and measures of health-related fitness.
d) Identify that there are levels of intensity in moderate to vigorous physical activity (MVPA).
Affective: Upon completion of the activity time the student will be able to work together as a team as measured by words of affirmation, effective communication, and the successful completion of the activity.
Psychomotor: Upon completion of the activity time the student will be able to robot walk, glide, and sprint as measured by the completion of the relay race.
Cognitive: Upon completion of the activity time the student will be able to identify and label all seven continents and five oceans as measured by their ability to attach labels to a map of the world.
Health Related Fitness: Upon completion of the activity time the student will be able to identify the difference between moderate and vigorous activity as measured by observation of the activities and a post-activity debrief.
- Set up five cones and five hula hoops approximately 20 feet apart. Inside each hula hoop place a set of labels for the seven continents and five oceans of the world.
- Behind each cone place a blank map of the world for the students to match the labels to.
- Explain to the students that we will be doing a relay race to review the names of the continents and oceans. The first team to complete their map with 100% accuracy wins.
- Tell the students that during the activity we will also be measuring the intensity of movement that is occurring. Ask students to be conscious of their level of activity, heart rate, type of movement, etc while they perform each movement.
- The class will be split into five groups–one for each cone–and when the race begins will go one at a time to pick up a label and bring it back to their map. Students will have to do a different movement for each time they go:
- 1st time: robot walk
- 2nd time: glide or slide
- 3rd time: sprint
- For students with disabilities: If a student has a physical disability that prevents them from running in the relay, they could be the team’s designated ‘map assembler,’ who will take the labels from their team mates and start applying them to the map.
- After all the students have gone we will go over the maps to make sure students have correctly named the continents and oceans, then we will discuss the level of activity that they experienced during each turn.
- How much effort did it take for you to robot walk/glide/sprint?
- How fast was your heart beating after each different movement?
- Which do you think was moderate exercise? Which vigorous?
Mrs. Hanna’s TEDU 390 Powerpoint Slides- Section 4, Slides 21, 22, 32