Thursday, September 10, 2009
Ally's lesson plan
It was breathtaking. The mist from the river intertwining with the sky. I couldn't
Tuesday, September 8, 2009
Saturday, September 5, 2009
Internet Safety
NAME: Leiloni Cloutier SUBJECT: Technology
GRADE LEVEL: 4 LENGTH: 30-40 Minutes
NUMBER OF STUDENTS: 25
PREINSTRUCTIONAL
Using and Transferring
Content Standard 1: All students will use and transfer technological knowledge and skills for life roles (family member, citizen, worker, consumer, lifelong learner).
Benchmark—Middle School (Citizen) # 4
Demonstrate technological resources and systems that might be used to address social, civic, and economic issues.
Applying Appropriate Technologies
Content Standard 3: All students will apply appropriate technologies to critical thinking, creative expression, and decision making skills.
Benchmark—Middle School (Creative Expression) #2
Use technologies as tools for creative expression and communication of ideas (voice, data, video, graphics, etc).
Objectives
1. As a result of this lesson, students will be able to recognize problems associated with cyber bullying.
2. As a result of this lesson, students will be able to make safe user names.
3. As a result of this lesson, students will be able to use their knowledge of power point for a presentation.
Materials/Special Arrangements/Individual Modifications
Computer, internet access, paper, pencil, and markers
During Instruction
Introductory Activity: Students will be given three minutes to come up with a user name for an internet chat room.
Developmental Activity:
1. The teacher will give an overview on what cyber bullying is, how to prevent it from happening, and what students can do if it is happening to them. The teacher will also go over the dangers of sexual predators on the internet.
2. Students will be provided a short overview from the teacher of how to choose good usernames.
3. The teacher will write on the board some examples of bad user names and ask the students to explain how the examples could be made better.
4. The students will share their usernames with the class. As a class the students and teacher will discuss how to make their usernames safer.
5. The students will work collaboratively in groups (mixture of females and males) to present of one of the following topics: how to choose a safe username, cyber bullying, or dangers of sexual predators on the internet.
6. The groups will use the internet to find information on the topic of their choice.
7. Each group will make a power point presentation of the information they have collected which should include at least six slides and cite at least two references they used.
8. Each group will make and use a visual aid to present their topic along with their power point presentation.
Concluding the Lesson:
Each group will give a presentation on the information they have collected using power point and visual aid(s).
Follow-up Activity or Assignment
Students will inform others about cyber bullying, sexual predators or choosing safer usernames by putting on a presentation for parents and classmates.
POST INSTRUCTIONAL
Evaluation of Student Learning: Evaluation of student learning will be based on the following:
1. The student’s individual success in finding useful and relevant information using the internet.
2. The success of the group in being able to use power point successfully.
3. The student’s overall participation in their presentation.
4. The student’s ability to work collaboratively with others.
GRADE LEVEL: 4 LENGTH: 30-40 Minutes
NUMBER OF STUDENTS: 25
PREINSTRUCTIONAL
Using and Transferring
Content Standard 1: All students will use and transfer technological knowledge and skills for life roles (family member, citizen, worker, consumer, lifelong learner).
Benchmark—Middle School (Citizen) # 4
Demonstrate technological resources and systems that might be used to address social, civic, and economic issues.
Applying Appropriate Technologies
Content Standard 3: All students will apply appropriate technologies to critical thinking, creative expression, and decision making skills.
Benchmark—Middle School (Creative Expression) #2
Use technologies as tools for creative expression and communication of ideas (voice, data, video, graphics, etc).
Objectives
1. As a result of this lesson, students will be able to recognize problems associated with cyber bullying.
2. As a result of this lesson, students will be able to make safe user names.
3. As a result of this lesson, students will be able to use their knowledge of power point for a presentation.
Materials/Special Arrangements/Individual Modifications
Computer, internet access, paper, pencil, and markers
During Instruction
Introductory Activity: Students will be given three minutes to come up with a user name for an internet chat room.
Developmental Activity:
1. The teacher will give an overview on what cyber bullying is, how to prevent it from happening, and what students can do if it is happening to them. The teacher will also go over the dangers of sexual predators on the internet.
2. Students will be provided a short overview from the teacher of how to choose good usernames.
3. The teacher will write on the board some examples of bad user names and ask the students to explain how the examples could be made better.
4. The students will share their usernames with the class. As a class the students and teacher will discuss how to make their usernames safer.
5. The students will work collaboratively in groups (mixture of females and males) to present of one of the following topics: how to choose a safe username, cyber bullying, or dangers of sexual predators on the internet.
6. The groups will use the internet to find information on the topic of their choice.
7. Each group will make a power point presentation of the information they have collected which should include at least six slides and cite at least two references they used.
8. Each group will make and use a visual aid to present their topic along with their power point presentation.
Concluding the Lesson:
Each group will give a presentation on the information they have collected using power point and visual aid(s).
Follow-up Activity or Assignment
Students will inform others about cyber bullying, sexual predators or choosing safer usernames by putting on a presentation for parents and classmates.
POST INSTRUCTIONAL
Evaluation of Student Learning: Evaluation of student learning will be based on the following:
1. The student’s individual success in finding useful and relevant information using the internet.
2. The success of the group in being able to use power point successfully.
3. The student’s overall participation in their presentation.
4. The student’s ability to work collaboratively with others.
Algebraic Equations
NAME: Leiloni Cloutier SUBJECT: Mathematics
GRADE LEVEL: 4 LENGTH: 30-40 Minutes
NUMBER OF STUDENTS: 25
PREINSTRUCTIONAL
Numerical and Algebraic Operations and Analytical Thinking
Content Standard 2: Students analyze problems to determine an appropriate process for solution, and use algebraic notations to model or represent problems. (Algebraic and Analytic thinking)
Benchmark—Elementary # 1
All students will demonstrate the ability to write and solve open sentences (e.g., x + y = 5) and write stories to fit the open sentence.
Benchmark—Elementary #3
All students will find replacements for the variable(s) in open sentences.
Benchmark—Elementary #4
All students will be able to use analytic thinking to describe situations and solve problems.
Objectives
1. As a result of this lesson, students will be able to solve algebraic equations individually through interpreting word problems.
2. As a result of this lesson, students will be able to solve algebraic equations in collaboration with their peers through interpreting word problems.
Materials/Special Arrangements/Individual Modifications
Chalkboard, chalk, paper, pencil, and homework worksheets
During Instruction
Introductory Activity: Students will be given a pre-assessment worksheet with a three minute time limit using Appendix A. The teacher will collect the student’s worksheets.
Developmental Activity:
1. The teacher will write on the board the four steps to problem solving from Appendix D and explain each step.
2. Students will be provided a short overview from the teacher of how to solve an equation for a variable within a story problem by using Appendix B and Appendix C.
3. The students will individually solve an algebraic equation from a word problem. The teacher will write the story problems on the board and have the students solve them. The students should be allowed five minutes to finish both problems. The teacher will then go over the answers for Appendix B and C on the board.
4. The students will be divided into small groups of two or three. The teacher will have the students count off 1, 2, 3 …until everyone is in a group. Groups should not have more than four people per group.
5. The students will work collaboratively as a group to solve an algebraic equation(s) from word problem(s) provided from Appendix E.
Concluding the Lesson:
Each group will select one individual to present their group’s word problem and the process they took to come up with and solve the algebraic equation.
Follow-up Activity or Assignment
Students will be given a workbook page out of the text book . They should do problems one through ten. The teacher will go over the instructions at the top of page. The students will be instructed to come up with an algebraic equation for each word problem and then solve them. This activity may be started in class if time permits. If not than it needs to be completed for homework.
POST INSTRUCTIONAL
Evaluation of Student Learning: Evaluation of student learning will be based on the following:
1. The student’s individual success in finding and solving an algebraic equation from within a word problem.
2. The success of the group in finding and solving an algebraic equation from within a word problem.
3. The student’s homework assignment.
GRADE LEVEL: 4 LENGTH: 30-40 Minutes
NUMBER OF STUDENTS: 25
PREINSTRUCTIONAL
Numerical and Algebraic Operations and Analytical Thinking
Content Standard 2: Students analyze problems to determine an appropriate process for solution, and use algebraic notations to model or represent problems. (Algebraic and Analytic thinking)
Benchmark—Elementary # 1
All students will demonstrate the ability to write and solve open sentences (e.g., x + y = 5) and write stories to fit the open sentence.
Benchmark—Elementary #3
All students will find replacements for the variable(s) in open sentences.
Benchmark—Elementary #4
All students will be able to use analytic thinking to describe situations and solve problems.
Objectives
1. As a result of this lesson, students will be able to solve algebraic equations individually through interpreting word problems.
2. As a result of this lesson, students will be able to solve algebraic equations in collaboration with their peers through interpreting word problems.
Materials/Special Arrangements/Individual Modifications
Chalkboard, chalk, paper, pencil, and homework worksheets
During Instruction
Introductory Activity: Students will be given a pre-assessment worksheet with a three minute time limit using Appendix A. The teacher will collect the student’s worksheets.
Developmental Activity:
1. The teacher will write on the board the four steps to problem solving from Appendix D and explain each step.
2. Students will be provided a short overview from the teacher of how to solve an equation for a variable within a story problem by using Appendix B and Appendix C.
3. The students will individually solve an algebraic equation from a word problem. The teacher will write the story problems on the board and have the students solve them. The students should be allowed five minutes to finish both problems. The teacher will then go over the answers for Appendix B and C on the board.
4. The students will be divided into small groups of two or three. The teacher will have the students count off 1, 2, 3 …until everyone is in a group. Groups should not have more than four people per group.
5. The students will work collaboratively as a group to solve an algebraic equation(s) from word problem(s) provided from Appendix E.
Concluding the Lesson:
Each group will select one individual to present their group’s word problem and the process they took to come up with and solve the algebraic equation.
Follow-up Activity or Assignment
Students will be given a workbook page out of the text book . They should do problems one through ten. The teacher will go over the instructions at the top of page. The students will be instructed to come up with an algebraic equation for each word problem and then solve them. This activity may be started in class if time permits. If not than it needs to be completed for homework.
POST INSTRUCTIONAL
Evaluation of Student Learning: Evaluation of student learning will be based on the following:
1. The student’s individual success in finding and solving an algebraic equation from within a word problem.
2. The success of the group in finding and solving an algebraic equation from within a word problem.
3. The student’s homework assignment.
Tortilla used to teach fractions
NAME: Leiloni Cloutier SUBJECT: Mathematics
GRADE LEVEL: 3 LENGTH: 30-40 Minutes
NUMBER OF STUDENTS: 25
PREINSTRUCTIONAL
Number Sense and Numeration
Content Standard 2: Students recognize that numbers are used in different ways such as counting, measuring, ordering and estimating, understand and produce multiple representations of a number, and translate among equivalent representations. (Representation and Uses of Numbers)
Benchmark—Elementary # 1
Represent whole numbers, fractions and decimals using concrete, pictorial and symbolic representations.
Content Standard 3: Students investigate relationships such as equality, inequality, inverses, factors and multiples, and represent and compare very large and very small numbers. (Number Relationships)
Benchmark—Elementary #1
Compare and order numbers using “equal,” “less than,” or “greater than.”
Benchmark—Elementary # 2
Use part-whole relationships to explore numbers, develop number concepts and understand computation.
Objectives
1. As a result of this lesson, students will be able to solve problems with fractions individually through interpreting part-whole relationships.
2. As a result of this lesson, students will be able to solve problems with fractions in collaboration with their peers through interpreting part-whole relationships.
Materials/Special Arrangements/Individual Modifications
Chalkboard, chalk, pencils, crayons, worksheets, and corn tortillas (couple for each student)
During Instruction
Introductory Activity: Students will be given pre-assessment worksheets with a five minute time limit using Appendix A and B. The teacher will go over the answers in class and then collect the student’s worksheets.
Developmental Activity:
1. The teacher will start by letting the students take a two minutes break before beginning the lesson.
2. The teacher will give the students five minutes to complete their pre-assessment worksheets using Appendix A and B.
3. The teacher will go over the answers verbally to the pre-assessment worksheets by using Appendix C and D. The teacher will then collect the students’ worksheets.
4. The teacher will hand out worksheets on adding, subtracting, and comparing fractions using Appendix E, F, and G. The teacher will also give the students guides to help them with their worksheets using Appendix L and M.
5. The teacher will write on the board a couple examples of adding and subtracting fractions using Appendix H, I, and J.
6. The students will be divided into groups of two. The teacher will have the students count off 1, 2 …until everyone is in a group. Groups should not have more than two students per group.
7. The teacher will use a corn tortilla to show the students what he expects them to do. The teacher should use Appendix K as a reference.
8. Each group will each be given four corn tortillas to work with. The teacher will demonstrate how the corn tortilla can be a visual for learning fractions. The students should use Appendix M as a guide.
9. The teacher will instruct the students to use one corn tortilla to show all of the fractions: 1, ½, and ¼.
10. The teacher will instruct the students to use one corn tortilla to show each one of the fractions: 1/3, 1/5, and 1/6.
11. Each group will be given two corn tortillas—one for each student. The students will work collaboratively as a group to solve a fraction problem.
12. The teacher will write one example of a fraction problem consisting of two equal fractions for each group to solve using their corn tortillas using Appendix N.
13. Each group will share their fraction problem with the class by showing and explaining to the class how their two fractions are equal to one another.
14. The teacher will hand out a worksheet for the students to complete for homework using Appendix O.
Concluding the Lesson:
Each group will select one individual to present their group’s fraction problem and the process they took to come up with their answer.
Follow-up Activity or Assignment
Students will be given worksheet page 13 out of the text book Mathematics for Elementary Students Fifth Edition. They should do problems one through ten with number eleven being optional. The teacher will go over the instructions at the top of page 13. The students will be instructed to come up with an answer for each problem. This activity may be started in class if time permits. If not than it needs to be completed for homework.
POST INSTRUCTIONAL
Evaluation of Student Learning: Evaluation of student learning will be based on the following:
1. The student’s individual successes in learning how to add, subtract, and compare fractions.
2. The success of the group in solving problems with fractions.
3. The student’s homework assignment.
GRADE LEVEL: 3 LENGTH: 30-40 Minutes
NUMBER OF STUDENTS: 25
PREINSTRUCTIONAL
Number Sense and Numeration
Content Standard 2: Students recognize that numbers are used in different ways such as counting, measuring, ordering and estimating, understand and produce multiple representations of a number, and translate among equivalent representations. (Representation and Uses of Numbers)
Benchmark—Elementary # 1
Represent whole numbers, fractions and decimals using concrete, pictorial and symbolic representations.
Content Standard 3: Students investigate relationships such as equality, inequality, inverses, factors and multiples, and represent and compare very large and very small numbers. (Number Relationships)
Benchmark—Elementary #1
Compare and order numbers using “equal,” “less than,” or “greater than.”
Benchmark—Elementary # 2
Use part-whole relationships to explore numbers, develop number concepts and understand computation.
Objectives
1. As a result of this lesson, students will be able to solve problems with fractions individually through interpreting part-whole relationships.
2. As a result of this lesson, students will be able to solve problems with fractions in collaboration with their peers through interpreting part-whole relationships.
Materials/Special Arrangements/Individual Modifications
Chalkboard, chalk, pencils, crayons, worksheets, and corn tortillas (couple for each student)
During Instruction
Introductory Activity: Students will be given pre-assessment worksheets with a five minute time limit using Appendix A and B. The teacher will go over the answers in class and then collect the student’s worksheets.
Developmental Activity:
1. The teacher will start by letting the students take a two minutes break before beginning the lesson.
2. The teacher will give the students five minutes to complete their pre-assessment worksheets using Appendix A and B.
3. The teacher will go over the answers verbally to the pre-assessment worksheets by using Appendix C and D. The teacher will then collect the students’ worksheets.
4. The teacher will hand out worksheets on adding, subtracting, and comparing fractions using Appendix E, F, and G. The teacher will also give the students guides to help them with their worksheets using Appendix L and M.
5. The teacher will write on the board a couple examples of adding and subtracting fractions using Appendix H, I, and J.
6. The students will be divided into groups of two. The teacher will have the students count off 1, 2 …until everyone is in a group. Groups should not have more than two students per group.
7. The teacher will use a corn tortilla to show the students what he expects them to do. The teacher should use Appendix K as a reference.
8. Each group will each be given four corn tortillas to work with. The teacher will demonstrate how the corn tortilla can be a visual for learning fractions. The students should use Appendix M as a guide.
9. The teacher will instruct the students to use one corn tortilla to show all of the fractions: 1, ½, and ¼.
10. The teacher will instruct the students to use one corn tortilla to show each one of the fractions: 1/3, 1/5, and 1/6.
11. Each group will be given two corn tortillas—one for each student. The students will work collaboratively as a group to solve a fraction problem.
12. The teacher will write one example of a fraction problem consisting of two equal fractions for each group to solve using their corn tortillas using Appendix N.
13. Each group will share their fraction problem with the class by showing and explaining to the class how their two fractions are equal to one another.
14. The teacher will hand out a worksheet for the students to complete for homework using Appendix O.
Concluding the Lesson:
Each group will select one individual to present their group’s fraction problem and the process they took to come up with their answer.
Follow-up Activity or Assignment
Students will be given worksheet page 13 out of the text book Mathematics for Elementary Students Fifth Edition. They should do problems one through ten with number eleven being optional. The teacher will go over the instructions at the top of page 13. The students will be instructed to come up with an answer for each problem. This activity may be started in class if time permits. If not than it needs to be completed for homework.
POST INSTRUCTIONAL
Evaluation of Student Learning: Evaluation of student learning will be based on the following:
1. The student’s individual successes in learning how to add, subtract, and compare fractions.
2. The success of the group in solving problems with fractions.
3. The student’s homework assignment.
Mighty Jackie: The Strike-Out Queen
NAME: Leiloni Cloutier SUBJECT: Mighty Jackie: The Strike-Out Queen
GRADE LEVEL: 4-6 LENGTH: 30 Minutes
NUMBER OF STUDENTS: 20
Objectives
1. As a result of this lesson, students will experience how a multi-genre lesson works. They will gain knowledge from several areas of study. In using the book Mighty Jackie: The Strike-Out Queen, students will experience lessons from the following subject areas: English, Mathematics, Science, Physical Education, Music, and Art.
Materials/Special Arrangements/Individual Modifications
Mighty Jackie: The Strike-Out Queen, a kick ball, four bases, lyrics for “Take Me Out to the Ballgame,” paper, crayons, the poem, “Casey at the Bat,” peanuts, Cracker Jacks, and Baby Ruth candy bars.
During Instruction
Introductory Activity: Art—give the students two minutes to make their own baseball card. They are to draw what they think a baseball player looks like and add any additional information they wish. They are to share their baseball card with the class.
Developmental Activity:
1. The teacher will hand out a copy and read the poem, “Casey at the Bat,” by Ernest Lawrence Thayer to the class.
2. The students will get into groups of four or five and make their own poem about the players on their baseball cards. They will present their poem to the class.
3. English—the teacher will introduce the book Mighty Jackie: The Strike-Out Queen to the class. The teacher will explain what a biography is and then read the book aloud to the class. After reading the book, the teacher will discuss it with the class.
4. Spelling—the teacher will have the students make a word search of their choice using baseball terminology. They may use other resources to help them find words.
5. Mathematics—the teacher will provide the dimensions of a baseball field so students can come up with mathematical questions using the dimensions provided. For example, how many feet would you run if you hit a double? The students will get into groups and share their questions with their peers. Together they will come up with an equation and solve the mathematical problems. The students will hand in their questions and answers.
6. Science—the teacher will divide the class into six groups. Each group will be given a category of the baseball field and provide information for the other classmates about their category of the field. The six categories of the baseball field are: ball field, infield skin, the pitcher’s mound, watering the ball field dirt, maintaining ball field dirt, and umpire’s mud. The teacher could use the following website for information http://geology.about.com/od/sediment_soil/a/aa_ballfield.htm The students will hand in their information.
7. Social Studies—the teacher will have students work in groups. Each group will find information about the history of women in baseball. Each group will find at least one date to share with the class. The class will take all of their information and make a timeline. For example, in the 1890’s the Bloomer Girls baseball era started. It lasted until 1934 (www.northnet.org/stlawrenceaauw/timeline.htm).
8. Music—the teacher will give each student a copy of the lyrics from Jack Norworth’s 1927 version of “Take Me Out to the Ballgame” and have them sing it together.
9. Physical Education—after giving the students an overview of the rules of baseball, the teacher will take the students outside to let them play a baseball game. If baseball bats are not allowed, the teacher could play kickball using baseball rules.
Concluding the Lesson:
The teacher will collect all of the information from the students and make bulletin boards to show off their work. The last day of the unit the teacher could have a day where the students invite their family and give a presentation of the information they have found. After the presentation, everyone could enjoy a snack of hot dogs, peanuts, and Cracker Jacks.
POST INSTRUCTIONAL
Evaluation of Student Learning: Evaluation of student learning will be based on the following:
1. The student’s participation individually and in their group’s assignments.
2. The student’s presentation on the last day.
3. The student’s assignments that are turned in.
I used the following websites for information:
http://kids.niehs.hih.gov/lyrics/ballgame.htm
http://www.northnet.org/stlawrenceaauw/timeline.htm
http://www.faqfarm.com/Q/why_does_majorl_eague_baseball_not_have_any_female_players
http://wiki.answers.com
http://geology.about.com/od/sediment_soil/a/aa_ballfield.htm
http://ops.tamu.edu/x075bb/peoms/casey.html
http://www.sportsknowhow.com/pops/baseball-field-pro.html
GRADE LEVEL: 4-6 LENGTH: 30 Minutes
NUMBER OF STUDENTS: 20
Objectives
1. As a result of this lesson, students will experience how a multi-genre lesson works. They will gain knowledge from several areas of study. In using the book Mighty Jackie: The Strike-Out Queen, students will experience lessons from the following subject areas: English, Mathematics, Science, Physical Education, Music, and Art.
Materials/Special Arrangements/Individual Modifications
Mighty Jackie: The Strike-Out Queen, a kick ball, four bases, lyrics for “Take Me Out to the Ballgame,” paper, crayons, the poem, “Casey at the Bat,” peanuts, Cracker Jacks, and Baby Ruth candy bars.
During Instruction
Introductory Activity: Art—give the students two minutes to make their own baseball card. They are to draw what they think a baseball player looks like and add any additional information they wish. They are to share their baseball card with the class.
Developmental Activity:
1. The teacher will hand out a copy and read the poem, “Casey at the Bat,” by Ernest Lawrence Thayer to the class.
2. The students will get into groups of four or five and make their own poem about the players on their baseball cards. They will present their poem to the class.
3. English—the teacher will introduce the book Mighty Jackie: The Strike-Out Queen to the class. The teacher will explain what a biography is and then read the book aloud to the class. After reading the book, the teacher will discuss it with the class.
4. Spelling—the teacher will have the students make a word search of their choice using baseball terminology. They may use other resources to help them find words.
5. Mathematics—the teacher will provide the dimensions of a baseball field so students can come up with mathematical questions using the dimensions provided. For example, how many feet would you run if you hit a double? The students will get into groups and share their questions with their peers. Together they will come up with an equation and solve the mathematical problems. The students will hand in their questions and answers.
6. Science—the teacher will divide the class into six groups. Each group will be given a category of the baseball field and provide information for the other classmates about their category of the field. The six categories of the baseball field are: ball field, infield skin, the pitcher’s mound, watering the ball field dirt, maintaining ball field dirt, and umpire’s mud. The teacher could use the following website for information http://geology.about.com/od/sediment_soil/a/aa_ballfield.htm The students will hand in their information.
7. Social Studies—the teacher will have students work in groups. Each group will find information about the history of women in baseball. Each group will find at least one date to share with the class. The class will take all of their information and make a timeline. For example, in the 1890’s the Bloomer Girls baseball era started. It lasted until 1934 (www.northnet.org/stlawrenceaauw/timeline.htm).
8. Music—the teacher will give each student a copy of the lyrics from Jack Norworth’s 1927 version of “Take Me Out to the Ballgame” and have them sing it together.
9. Physical Education—after giving the students an overview of the rules of baseball, the teacher will take the students outside to let them play a baseball game. If baseball bats are not allowed, the teacher could play kickball using baseball rules.
Concluding the Lesson:
The teacher will collect all of the information from the students and make bulletin boards to show off their work. The last day of the unit the teacher could have a day where the students invite their family and give a presentation of the information they have found. After the presentation, everyone could enjoy a snack of hot dogs, peanuts, and Cracker Jacks.
POST INSTRUCTIONAL
Evaluation of Student Learning: Evaluation of student learning will be based on the following:
1. The student’s participation individually and in their group’s assignments.
2. The student’s presentation on the last day.
3. The student’s assignments that are turned in.
I used the following websites for information:
http://kids.niehs.hih.gov/lyrics/ballgame.htm
http://www.northnet.org/stlawrenceaauw/timeline.htm
http://www.faqfarm.com/Q/why_does_majorl_eague_baseball_not_have_any_female_players
http://wiki.answers.com
http://geology.about.com/od/sediment_soil/a/aa_ballfield.htm
http://ops.tamu.edu/x075bb/peoms/casey.html
http://www.sportsknowhow.com/pops/baseball-field-pro.html
Al Capone Does My Shirts
NAME: Leiloni Cloutier SUBJECT: Al Capone Does My Shirts
GRADE LEVEL: 5-9 LENGTH: 30 Minutes
NUMBER OF STUDENTS: 5
Objectives
1. As a result of this lesson, students are given an experiential understanding of what it might feel like to be autistic. It is meant to connect students to peers with autism by shared awareness of sensory disregulation and difficulty. When given similar obstacles in lesson that peers have to cope with constantly due to neurological wiring, students might feel less inclined to exclude peers on the autism spectrum having a newfound sensitivity to the experience.
Materials/Special Arrangements/Individual Modifications
Have the room arranged in three stations before the students arrive. Station 1 should be labeled visual processing and have the following materials: glasses with Vaseline coated lenses, maze worksheets, where’s Waldo worksheets, line paper and markers or crayons. Station 2 should be labeled auditory processing and have the following materials: an ice pack, headphones, and an excerpt from Temple Grandin’s Thinking in Pictures. Station 3 should be labeled motor planning with the following materials: sneakers with shoelaces, and mittens.
During Instruction
Introductory Activity: Give the students a minute to decide which station they want to sit at before explaining the exercises at hand.
Developmental Activity:
1. Each student should have three minutes at each station. Give them a one-minute warning.
2. The teacher should walk around the room to each station explaining what each station is to do.
3. At station one the students need to put on the glasses and try to complete one maze worksheet (Appendix A) and one Waldo worksheet (Appendix B.) When they are done they are to do the same worksheets without the glasses on. Have them write how they felt, how long it took them and their emotional and personal response.
4. At station two the students need to place the ice pack on their seat and put on the headphones. Then someone needs to read an excerpt from Temple Grandin’s Thinking in Pictures. When the students are done they are to make note of their ability to process what is being read to them, their physical response to the ice pack, and personal and emotional response.
5. At station three the student is to put on the pair of mittens and try to tie both shoes as they normally would. They should make note of how long it takes them. Then the student should retie their shoes without the mittens on and compare their times. They should take note of their emotional and physical response and the level of difficulty it takes them to do such an every day task.
6. After each student has had the opportunity to experience each station, have them sit back in their desks.
7. Give the students two minutes to write a letter to a person with autism, expressing the difficulties they experienced with each activity.
Concluding the Lesson:
Each student will read their letter out loud to the class.
POST INSTRUCTIONAL
Evaluation of Student Learning: Evaluation of student learning will be based on the following:
1. The student’s participation in each station.
2. The student’s written letter.
GRADE LEVEL: 5-9 LENGTH: 30 Minutes
NUMBER OF STUDENTS: 5
Objectives
1. As a result of this lesson, students are given an experiential understanding of what it might feel like to be autistic. It is meant to connect students to peers with autism by shared awareness of sensory disregulation and difficulty. When given similar obstacles in lesson that peers have to cope with constantly due to neurological wiring, students might feel less inclined to exclude peers on the autism spectrum having a newfound sensitivity to the experience.
Materials/Special Arrangements/Individual Modifications
Have the room arranged in three stations before the students arrive. Station 1 should be labeled visual processing and have the following materials: glasses with Vaseline coated lenses, maze worksheets, where’s Waldo worksheets, line paper and markers or crayons. Station 2 should be labeled auditory processing and have the following materials: an ice pack, headphones, and an excerpt from Temple Grandin’s Thinking in Pictures. Station 3 should be labeled motor planning with the following materials: sneakers with shoelaces, and mittens.
During Instruction
Introductory Activity: Give the students a minute to decide which station they want to sit at before explaining the exercises at hand.
Developmental Activity:
1. Each student should have three minutes at each station. Give them a one-minute warning.
2. The teacher should walk around the room to each station explaining what each station is to do.
3. At station one the students need to put on the glasses and try to complete one maze worksheet (Appendix A) and one Waldo worksheet (Appendix B.) When they are done they are to do the same worksheets without the glasses on. Have them write how they felt, how long it took them and their emotional and personal response.
4. At station two the students need to place the ice pack on their seat and put on the headphones. Then someone needs to read an excerpt from Temple Grandin’s Thinking in Pictures. When the students are done they are to make note of their ability to process what is being read to them, their physical response to the ice pack, and personal and emotional response.
5. At station three the student is to put on the pair of mittens and try to tie both shoes as they normally would. They should make note of how long it takes them. Then the student should retie their shoes without the mittens on and compare their times. They should take note of their emotional and physical response and the level of difficulty it takes them to do such an every day task.
6. After each student has had the opportunity to experience each station, have them sit back in their desks.
7. Give the students two minutes to write a letter to a person with autism, expressing the difficulties they experienced with each activity.
Concluding the Lesson:
Each student will read their letter out loud to the class.
POST INSTRUCTIONAL
Evaluation of Student Learning: Evaluation of student learning will be based on the following:
1. The student’s participation in each station.
2. The student’s written letter.
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