Week 5 Lesson Plans

Hello EDUC 338 classmates! This week I did a two day lesson broke into two different lesson plans over local government and the election process. The standards are for 3rd grade. The first day, students will watch a video and discuss vocabulary words that will assist them in the next day's lesson. The second day they will conduct a class election in which they will elect a class mayor, secretary, and treasurer. They will also propose laws/ordinances to pass in their classroom. They will vote on these issues as a class and make a poster board of their newly elected classroom rules!

Lesson #5

Grade; 3^rd

Unit/Lesson Title: The role of citizens in local laws, ordinances, and elections (2 day lesson, day #1).

Content Standards:   1.  Knowledge of the principles expressed in documents shaping republic in the United States. A. Principles of republic in the United States. SS1 1.10, 4.1; Identify and explain why cities make laws and ordinances. B. Role of citizens and governments in carrying out constitutional principles. SS1 4.2; Discuss and apply responsibilities of citizens including respect for the rights of others and treating others fairly (justice).

Instructional Goals/Overview: Students will have an understanding of how local laws, ordinances, and elections take place, and the local citizens’ role.

Measurable Learning Objective(s): Students will know how local laws, ordinances, and elections come to be. Students will nominate classmates for classroom political positions and propose laws/ordinances for their classroom to be voted on.

Materials/Resources Required for Lesson: Video on classroom laws, smart board

Pre-assessment/Prerequisite Knowledge and Skills: Remind students they covered majority rule and the rights of citizens in second grade. Ask a couple of students to explain these terms.

Vocabulary Overview:

Law

Ordinance

Election

Public Official

Majority

Citizen

Vote

Opening “Hook”:  Students will watch video on classroom rules.

Classroom Rules

Clear Description of Teacher’s Actions:  (Day 1)Teacher will start lesson by asking students who can explain what an election is and what majority rule means. Teacher will then show class the video on class rules by the Minions. Teacher will lead a discussion and answer any questions students have on how citizens vote for local laws/ordinances and officials. Teacher will put vocabulary words on the smart board and have students take turns writing a definition. Teacher will explain that they will hold a local classroom election the next day.

Clear Description of Students’ Actions: (Day 1) Students will participate in the discussion about what they know about elections and majority rules. Class will watch a video on class rules. Students will participate in a class discussion on how citizens vote for local laws/ordinances and officials. Students will participate as a class in filling in definitions of vocabulary words on the smart board. Students will be told they will participate in a classroom election the next day and to be thinking about law and ordinances they would like to see in the classroom and who they will nominate for classroom officials.

Closure: Students will be asked to use the rest of the day and evening at home to think of laws and ordinances they would like to see passed in their classroom.

Check for Understanding/Questions and Assessment(s): Teacher will check for understanding during discussions and activities.

 Differentiation Strategies: Teacher will be aware of students requiring differential instruction and allow for discussion when needed.

Struggling Learners:  Struggling learners will need extra guidance and explanation of terms and concepts by teacher or classmates.

Accelerated Learners:  Students who have an accelerated knowledge of the subject will explain in their own words what the vocab words mean and give struggling learners a better understanding.

Blooms Cognitive Objectives;

Evaluation

Can you explain what your definition of the vocabulary word means?

Synthesis

Create a list of ideas for classroom laws or ordinances you would like to see become law.

Analysis

Be ready to debate your vocabulary definitions.

Application

Relate our discussion today to things we could change in our classroom during tomorrow’s election.

Comprehension

Tell me in your own word what the vocabulary word means.

Knowledge

Identify what these vocabulary words have to do with local elections.

Lesson #6

Grade; 3^rd

Unit/Lesson Title: The role of citizens in local laws, ordinances, and elections (2 day lesson, day #2).

Content Standards:   1.  Knowledge of the principles expressed in documents shaping republic in the United States. A. Principles of republic in the United States. SS1 1.10, 4.1; Identify and explain why cities make laws and ordinances. B. Role of citizens and governments in carrying out constitutional principles. SS1 4.2; Discuss and apply responsibilities of citizens including respect for the rights of others and treating others fairly (justice).

Instructional Goals/Overview: Students will have an understanding of how local laws, ordinances, and elections take place, and the local citizens’ role.

Measurable Learning Objective(s): Students will know how local laws, ordinances, and elections come to be. Students will nominate classmates for classroom political positions and propose laws/ordinances for their classroom to be voted on.

Materials/Resources Required for Lesson: Smart board, blank ballots (included at the end of the lesson plan), poster board

Pre-assessment/Prerequisite Knowledge and Skills: Discuss topics we went over the previous day.

Vocabulary Overview:

Law

Ordinance

Election

Public Official

Majority

Citizen

Vote

Opening “Hook”:  Have the 3 open positions written on the smart board and tell students to nominate one classmate for each position.

Clear Description of Teacher’s Actions: (Day 2) There will be the positions of Mayor, Secretary, and Treasurer open (students will nominate each other by ballot). Teacher will assist class in nominations of these positions.  The class will also need to propose 8 laws/ordinances to pass as the class rules.  Teacher will put students in groups of 2, each group is to come up with a law or ordinance proposal for the classroom. Teacher will collect proposals and make a list on the white board of suggested laws and ordinances as well as nominees for positions. The first 8 proposals with the majorities of “yes” are made law in the classroom.  The majority vote for positions wins the election.

Clear Description of Students’ Actions: (Day 2) Students will be told there are 3 positions open (Mayor, Secretary, and Treasurer). Students will nominate their classmates for these positions by way of ballot. Students will work in groups of 2 and come up with laws or ordinances they would like to see in the classroom. Students will hand in their proposals and vote.  Students will make a poster board of newly elected classroom laws.

Closure: Students will make a quick list of classroom rules on poster board to hang in the room.

Check for Understanding/Questions and Assessment(s): Teacher will check for understanding during discussions and activities.

 Differentiation Strategies: Teacher will be available to discuss in small groups or individually terms and concepts while the rest of the class works in groups.

Struggling Learners:  Teacher will be available to work one on one with struggling learners while the class works in groups.

Accelerated Learners:  Accelerated learners can help explain the local election process in their own words to struggling learners (hearing information from a peer can help with understanding).

Bloom’s Cognitive Objectives;

Evaluation

Choose a law or ordinance that would have a good effect on our classroom atmosphere.

Synthesis

Develop a plan with your group for ideas that would contribute positively to our classroom.

Analysis

Specify why your ideas will be positive for our classroom.

Application

Apply your ideas to the real world. Do they make sense? Can you imagine your parents and teachers following your rules?

Comprehension

With your group, predict how your ideas will affect our classroom.

Knowledge

List pros and cons of your ideas with your group.

 

Mrs. Rowe’s 3^rd Grade Classroom Election Ballot

Mayor:

Secretary:

Treasurer:

Write yes or no on proposed classroom law and ordinances

#1

#2

#3

#4

#5

#6

#7

#8

#9

#10

Week 4 Lesson Plans

Hello all! Here are my two lesson plans for this week. The growing a seed lesson is the one I will be observed teaching next week. The math lesson is one that I came up with while subbing in 3rd grade last week. They were learning about area and a lot of the kids were NOT getting it with the slides and examples left for me to use. So I got out a dry erase marker and made examples on the tiled floor of the classroom. The kids loved it and I hope it helped the concept sink in:)
I also tried to organize my Bloom's Cognitive Objectives better in this weeks lesson plans, let me know what you think!

Lesson Plan #3

Grade; 2nd

Unit/Lesson Title; Planning and conducting investigations on the growth of plants and when growing conditions are altered (continued lesson in unit).

Content Standards: 2.LS2.A.1 Plan and conduct investigations on the growth of plants when growing conditions are altered (e.g., dark vs. light, water vs. no water).

 LO.1.A.1.c Predict and investigate the growth of plants when growing conditions are altered (e.g., dark vs. light, water vs. no water)  

Instructional Goals/Overview: Students will make predictions about the seeds they planted in their previous lesson. Students as a class will use complete a taxonomy using the word GROW. Students will fill out a prediction chart on alterations made to their plants. Students will be read the book “The Magic School Bus Goes To Seed.”

Measurable Learning Objective(s): Students will be able to make predictions about their seeds growth when conditions are altered. Students will share their predications. Students will be able to complete a taxonomy using the word GROW.

Materials/Resources Required for Lesson: Seeds planted the previous day, prediction chart, taxonomy handout, book “The Magic School Bus Goes To Seed.”

Pre-assessment/Prerequisite Knowledge and Skills: This is an ongoing lesson on seeds and growing conditions. Students will complete the GROW taxonomy at the beginning of the class to show what they already know about plants.

Vocabulary Overview:

Seed

Root

Soil

Sunlight

Alteration

Prediction

Instructional Procedures: First do the GROW taxonomy (as a class), then the prediction chart (independently sharing when finished), the read the book.

Opening “Hook”: Ask students what they know about how plants grow. Do the GROW taxonomy as a class.

Clear Description of Teacher’s Actions: Teacher will hand out the GROW taxonomy and complete as a class. Teacher will explain what an alteration to growing conditions is and have students make predictions on their prediction chart handout. Teacher will let students share their predictions. Teacher will read the book.

Clear Description of Students’ Actions: Students will use their prior knowledge to complete the GROW taxonomy. Students will make predictions to growing condition alterations. Students will share their predictions. Students will listen to the teacher read the book.

Closure: Class will discuss ideal growing conditions as described in the book and whether they think their predications will be true or false.

Check for Understanding/Questions and Assessment(s): Teacher will check for understanding while doing group discussions and filling out handouts.

 Differentiation Strategies: Teacher will ask a series of questions to prompt students to use a higher level of thinking.

Struggling Learners:  Struggling learners may need more guidance and prompting to understand how to make their predictions on plant growth with altered growing conditions.

Accelerated Learners:  Have additional altered growing condition examples ready for students to make predictions on.

Bloom’s Cognitive Objectives as related to the lesson;

Evaluation

Compare the different growing conditions provided on your prediction chart. Explain your opinion on how a plant will grow in altered conditions.

Synthesis

Visualize how your seeds will grow in different conditions as listed on your chart. What are your predictions?

Analysis

Lets compare our predications and debate why we chose our outcomes.

Application

After observing your seeds grow for a week, you will be able to determine if your predictions were correct or not.

Comprehension

Tell me in your own words why you think your prediction is correct.

Knowledge

Tell me what you learned in your last lesson about the life cycle of a pant. How can you use that knowledge in your predictions?

Lesson Plan #4

Grade; 3rd

Unit/Lesson Title; Math: Figuring area (ongoing lesson on area and perimeter).

Content Standards: Grade 3; Understand concepts of area.

Calculate area by using unit squares to cover a plane figure with no gaps or overlaps. Multiply whole-number side lengths to solve problems involving the area of rectangles. Label area measurements with squared units.

Instructional Goals/Overview: Students will be able to figure the area of rectangle shapes by multiplying the outside measurements.

Measurable Learning Objective(s): Students will be able to figure the area measurement of rectangle shapes.

Materials/Resources Required for Lesson; Smart board, dry erasers, scrap paper

Pre-assessment/Prerequisite Knowledge and Skills: Students have already learned to figure the perimeter of shapes, they will now figure the area of similar shapes.

Vocabulary Overview:

Area

Perimeter

Instructional Procedures: Do a quick review of perimeter, then do examples of area on the smart board as a class, last, students will figure the area of examples done on the tiles of the floor of the classroom.

Opening “Hook”: Show students an example of an area problem already drawn on the tiles of the classroom floor. Tell them by the end of the lesson, they will be able to figure the area of the shape.

Clear Description of Teacher’s Actions: Teacher will do a review of perimeter with the class. Teacher will do examples of area on the smart board as a class. When students show a good understanding of how to figure area, they will be split into groups to rotate around the room and figure the area of tiles pre-measured by teacher and record their answers on scrap paper.

Clear Description of Students’ Actions: Students will participate in a review of perimeter. Students will participate as a class doing examples of area on the smart board. Students will work in groups to figure the area of pre-measured shapes on the tile floor of the classroom. Students will share their answers with the class.

Closure: Students will be asked to be aware of measurable shapes in the hallway and other classrooms (tiles in the hallway, bricks in the wall, etc.) in the school. They can share their observations at the end of the day while in bus line.

Check for Understanding/Questions and Assessment(s): Teacher will check for understanding while doing group discussions and during group activity.

 Differentiation Strategies: Shapes on the tile floor can be altered to be more difficult or more straight forward.

Struggling Learners:  Struggling learners can be shown that they can count the tiles in the area being measured, then explain that the answer is easier if they multiply the side measurements.

Accelerated Learners:  Teacher can make more abstract shapes on the tiles of the floor for accelerated learners to figure the area of.

Bloom’s Cognitive Objectives as related to the lesson;

Evaluation

Think about what you need to do to find the perimeter of a shape. What do you think you need to do to find the area of the same shape?

Synthesis

Visualize how your seeds will grow in different conditions as listed on your chart. What are your predictions?

Analysis

Let’s change our thinking of perimeter to area not. Can you visualize the difference in the two?

Application

Let’s compare the differences in area and perimeter.

Comprehension

Who can explain how they found the area of this shape? Describe what our next step should be.

Knowledge

List the order of steps we need to take to solve this area problem.

Parker's Second Lesson Plan For Week 3

My second lesson plan for week 3

Grade; 2nd

Unit/Lesson Title; Continuing lesson on; Inventors and pioneers who influenced progress in the nation.

Content Standards: Knowledge of the contributions of significant persons in U.S. history.

2.H.3.C  Describe the contributions of inventors or pioneers in their field who influenced progress in the nation (e.g., Eli Whitney, Henry Ford, Thomas Edison, Ben Franklin, Albert Einstein, the Wright brothers, Marie Curie, Helen Keller, Susan B. Anthony, Charles Drew, Alexander Graham Bell, Amelia Earhart, Rosa Parks, Sacajawea, etc.).

Think about all the important inventions and pioneers we have discussed over the last couple of weeks. Which one stands out the most to you and why?

Measurable Learning Objective(s):  Students will be able to gather and organize information into a biography book. Students will also present their information to the class.

Materials/Resources Required for Lesson: Students will do their research on their chrome books. The teacher will provide the graphic organizer handout. Students will staple 6 blank pages of copy paper together to create their biography books.

Pre-assessment/Prerequisite Knowledge and Skills: This is the last activity in the unit about inventors and pioneers who influenced progress in the nation. They will need to pull from their prior knowledge of discussions in previous lessons.

Why do you think the people we have discussed in class are important? What did they contribute to society?

Vocabulary Overview:

Biography

Pioneer

Inventor

What is a biography? What is the purpose of writing a biography about someone? What kinds of people are biographies written about?

Instructional Procedures:  Students will have had 2 weeks of prior instruction on the unit. Students will be asked to think about inventors and pioneers discussed in pervious lessons and choose one to do a biography on.

What are some major contributions the people we have discussed made to our nation?

Opening “Hook”:  Have the word “biography” on the board. Ask students to explain what the word means.

Who can tell me what a biography is?

Clear Description of Teacher’s Actions: Teacher will discuss with the class what a biography is and what its purpose is. Teacher will make a list of inventors and pioneers previously discussed in class for students to choose from. Teacher will hand out the biography graphic organizer and guide students to appropriate website in which to gather information from. Teacher might fill out an organizer with students to model how to gather information and organize it properly. Teacher will have a completed biography book to show students as an example. Teacher will assist students when needed throughout the lesson.

Clear Description of Students’ Actions: Students will choose their favorite inventor or pioneer to research. They will gather information online and organize it in their graphic organizer. Students will put their information together in their biography books. Students will present their biographies to the class (time permitting).

What information about your person is the most important and why?

Closure: Students will share their finished projects and have the opportunity to give feedback to each other.

What feedback can you give you classmates? What did you find really interesting about their person, and what would you have liked to know more about?

Check for Understanding/Questions and Assessment(s):  Understanding of the lesson will be assessed throughout the project. Teacher will continually check in with each student to make sure they are on task and understand the lesson project.

What can you tell me, off the top of your head, about your person? What is your favorite fact about your person?

Differentiation Strategies: Teacher will have alternative graphic organizers available that are more detailed to help guide student’s research more specifically depending on the individual student’s abilities.

What is the first thing you need to know about your person? What is the next thing you need to know?

Struggling Learners: A more detailed organizer to gather information.

Let’s find one piece of information at a time and fill out your organizer.

Accelerated Learners:  Students who finish their project quickly and correctly can choose a second person to do an additional biography on.

Week 3; Lesson Plans

This week in EDUC 338 we are doing our first 2 lesson plans. I love that we have the freedom to choose what content areas we would like to do our lessons in. I have been going over the MO standards and choosing areas that look like fun to write lessons in. The first one I chose is for 3rd grade Science and allows students to recognize weather patterns. In the lesson plan I have students first making predictions on what kinds of weather they think takes place around our nation. They then get the opportunity to gather data from websites, books, and magazines (provided by teacher) and fill out a graph. Last, they discuss what predictions were true and which ones were not.
The second lesson plan I did this week was over US inventors and pioneers for 2nd grade Social Studies. The lesson I wrote would be in a continuing unit plan, and would involve students making their own book telling about their chosen person. They will learn the most important information about their chosen person from online sources and books (provided by teacher) and make a 6 page book informing readers about facts they have learned. They will fill out a graphic organizer to help them organize their information to put in their books. They can share their books with the class when finished.
It has been really fun doing these lesson plans and I am excited to do the other 8!
I am not sure how to attach my lesson plans so that you guys can look at them and give me feedback... If anyone knows how, please share!


OK guys, I just copied and pasted my first lesson plan.  I tried to do my second too, but I think it was too long... I am going to make another blog post with my second lesson plan in it!

Unit/Lesson Title: Weather and Climate

Grade; 3rd

Content Standards;

 1.C.3.d Analyze whether evidence supports proposed explanations 

ESS2 - Earth's Systems   

D.  Weather and Climate  

3.ESS2.D. 1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.]

Instructional Goals/Overview:  Students will do activities that they will be responsible for collecting data and graphing weather conditions in 4 regions of the United States

Measurable Learning Objective(s): Students will be able to research weather conditions around our nation and use information to graph and compare average temperature, precipitation and wind direction. Students will have an understanding of how weather conditions vary within our nation.

What do you thing the most common weather condition in the nation is?

Do you think there is climates such as desert and tropical in our nation?

Materials/Resources Required for Lesson:

Graphing handouts

Smart board

Website;  Weather for the United States

National Geographic; Weather Gone Wild

National Geographic; Little Big Book of Weather

Pre-assessment/Prerequisite Knowledge and Skills: Students will start with a map of the US with a word bank of weather conditions such as; rainy, windy, dry, hot, cool, snow, ice, tropical, etc.  Students will fill out the map using prior knowledge, then look at the map again after their research to compare.

Before we do our research, thing about where you think the following weather patterns occur in the US; rainy, windy, dry, hot, cool, snowy, icy, and tropical.

Vocabulary Overview:

Climate

Weather conditions

Thermometer

Desert

Rain fall

Precipitation

Who can tell me what (insert vocab word) means?

Instructional Procedures: Students will be given a map at the beginning of class to classify regions of the US including the southwest, northwest, north, and south. They will then work in small groups using  graphing paper and research actual average weather conditions in each region using the website listed under materials. They will fill out a graph for each region documenting the regions rainfall amounts, temperatures, and wind directions. After gathering data, they will compare with their regional maps done at the beginning of class to see how many predictions were correct.

What major differences are you noticing on your graphs as you collect data?

Opening “Hook”: Show students a video of extreme weather patterns found in the US. Tell them they will find all of the weather patterns in the video in the US, and by the end of the lesson, they will be able to show on a map where they occur.

How many kinds of weather patterns do you think occurs in our nation? Remember that Hawaii and Alaska are a part of our nation as well.

Clear Description of Teacher’s Actions:  Show students a video on US extreme weather patterns. Tell students they will be able to point out on a map where these weather conditions occur. Have students fill out a blank regional map of the US and predict where these weather conditions occur. Split students into small groups and give them 4 graphing worksheets each. Show them the website to access to gather weather data for each region and graph their findings. Have students compare the data they collected to their initial predictions.

What similarities and differences are you noticing at this point?

Clear Description of Students’ Actions: Students will fill out a blank map of regional US and make predictions on weather conditions in each region. Students will work in groups to research and graph actual weather conditions and compare with initial predictions.

Closure: Discuss how students’ predictions were similar or different after collecting data.  Ask students to share one prediction that was either proved to be untrue or true after research.

Look at your data collected. What is one fact that was either confirmed or proved untrue by your research?

Differentiation Strategies: Some students may work better with a magazine/book versus a website; have a couple of National Geographic’s magazines on hand with the nations weather patterns already graphed out for a better visual. Be readily available to work in small groups if needed with students.

Learning Styles:  Students will have the opportunity to use online research or magazine/book research, depending on what they are more comfortable with. Teacher will have magazines, books, and websites ready for use in this lesson. 

Accommodations/Remediation:  Some students may need to be guided as to where to look to find the data necessary to complete the lesson.

Enrichment: If students finish quickly, they will be asked to find data on Canada and Mexico’s weather patterns as well. They can share their findings with the class.

Parker

Determined, Patient, Calm, Curious, Loved

Mother Mike, Ryan, and Morgan, Wife of TJ

Lover of;

Family, Learning, Outdoors, Reading, Teaching

Who feels;

Loved, Love, Excitement for life

Who fears;

Harm to my children.

Has accomplished 5 years of college while raising 3 children, and making the Dean's list most sessions. Student teaching will come this fall.

Would love to see Europe, Ti land, and Peru.

Resident of Gravois Mills , MO

Rowe

Hello EDUC 338! This is just a test to see if I have set my blog up properly:)