Earth, Sun and Moon Relationships

Title: Earth, Sun and Moon Relationships

Author: Teresa McCain (co-authors B. Moore, K. Doan, and J. Holmes)

Grade Level: 4th grade

Timeframe: While the unit of study will take several days, this lesson may take between 1 hour if students spend less time at each station or between 2-3 hours for more in-depth exploration at stations. Because several contents areas are integrated into this unit, it may cover more than one class period.

Students will learn about Earth, sun and moon relationships. How does each celestial body impact the other to cause night and day; seasons; Earth’s climate, moon phases?

Standards:
English Standard 1- Vocabulary and Concept Development
4.1.7 Use context to determine the meaning of unknown words.

English Standard 2- Comprehension and Analysis of Nonfiction and Informational Text
4.2.8 Identify informational text written in narrative form.

English Standard 2 - Computation
4.2.1 Understand and use standard algorithms* for addition and subtraction.
4.2.2 Represent as multiplication any situation involving repeated addition.

Science Standard 3 – The Physical Setting
4.3.1 Observe and report that the moon can be seen sometimes at night and sometimes during the day.
4.3.8 Explain that the rotation of the Earth on its axis every 24 hours produces the night and day effect.

ISTE Technology Foundation Standards for Students
1. Basic operations and concepts
· Students demonstrate a sound understanding of the nature and operation of technology systems.
· Students are proficient in the use of technology.

3. Technology productivity tools
· Students use technology tools to enhance learning, increase productivity, and promote creativity.
· Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Assessment
Formative assessments for this lesson will take place through student science journals. As students explore each science station, they will respond to questions or ideas at each station. After completing the web-based activity at the computer station, students will take the online quiz. Students are provided with immediate feedback of correct and incorrect responses so that they gain a clear understanding of the concept. Student journals will be assessed for complete and concise responses.
Summative assessments for this unit of study will occur after another day of science experiences and homework related to the unit. This summative assessment will be a paper and pencil test, consisting of multiple choice, short answer and essay questions. By providing questions in various formats students have several formats in which to what they know.

Objectives: (observable/measurable aim or goal for students)
Through the use of science circus the students will go through various stations including a technology station, basal/text station, and an art station while investigating different prompts at each station. The students will work alone, and in pairs at various points to discover important science concepts about Earth, Sun, and Moon relationships such as the vocabulary associated with this unit as well as important numbers and times that go along with this topic.

Curricular Knowledge or Skills: Prior to conducting the “science circus” students will share what they know about Earth, sun and moon and how these celestial bodies work together. Students will pull this information from their “backpacks of prior knowledge” as a way to build concept knowledge. Responses will be compiled in a digital KLW chart with the use of a Smartboard.

Technology Knowledge: Students must be able to access the internet, use basic keyboarding skills, mouse and read website instructions. Students must also be able to operate cd player to listen to books on tape/cd.

Internet Resources:
http://www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml

Hardware:
Class set of desktop computers or computer laptop carrels
Printer
Smartboard
Cd/cassette player
Software:
Web explorer (internet explorer or Mozilla)
Materials:
Computers
Internet access - BBC website
Science journals
Children’s Non Fiction Trade books (books on tape/cd; cd/tape player with headphones)
Digitally produced pictures of Earth, sun and moon
Various Art Supplies
Smartboard
Science Text Books

Procedures:

1. Load classroom computers with BBC website.
2. Setup science stations with appropriate materials.
3. Introduce the science circus stations and explain the procedures for each station; also break the students up into their groups.
4. The classroom teacher, student teachers, and/or classroom helpers, aides, or parents will assist groups or individual students to navigate science stations. Groups will spend approximately 20 minutes at each station.
5. Computer Station: Students visiting the computer stations will answer questions in their science journals (using complete sentences and proper punctuation) after viewing streaming video clips at the following BBC website: http://www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml
   This interactive website asks students to input the number of days, months or hours to see how much the earth has rotated and revolved around the sun.
6. After completing the BBC activity, students will take the online quiz featuring multiple choice questions.
7. Basal/text station: This station will include students’ science textbooks, science nonfiction literature, and internet articles related to Earth, sun and moon relationships. Books available will be at various reading levels to accommodate all learners. Students will research to make discoveries about Earth, sun and moon relationships. A cd/tape player with headphones will be available to play books on tape. This will benefit the students who read at lower level than the texts available or students who process informational texts better by listening to them (auditory learners).
8. Students are asked to respond to math questions (posted at the station)in their science journals like : “The Earth makes ¼ of a revolution around the sun after how many months?” or “How many days does it take for the Earth to make one complete revolution around the Sun?”
9. Art Station: Student visiting art stations will create 3-dimensional models of Earth, sun and moon using materials like clay, string and toothpicks. They will also use art materials to create pictures of the Earth, sun and moon with characteristics seen in computer generated pictures, magazine photographs, and digital images located at the art station. Students have the option of creating books reflecting what they have learned at the various science stations.
10. Leave time for clean up at the end for whatever students are at a given station so that the teacher/ interns do not end up doing all of this.
11. Close with a whole group discussion about what they learned.

Differentiated Instruction
The lesson may be differentiated in many ways. Books at basal/text station may be available in other languages (Spanish for example). Instructions at each station may be written in that language as well. Provide ESL students to partner with English proficient students. Also, writing prompts may be written in simpler text.

Selecting “What Next” on the BBC website allows for greater exploration of Earth, Sun and Moon relationships. Students may respond to more challenging responses to reading or be provided with more challenging texts for research.

Web page may be changed to full screen mode. Click on the sound icon to hear on screen prompts. Sound may be adjusted for hearing impaired students. The “labels on/off” button (on the website) allows Earth, sun and moon to be clearly identified.

Computers in Learning Centers

Computers in Learning Centers
Author(s): Marsha Schoen

Grade Level: 1st Grade

Timeframe: Every day for 40 minutes during reading.

Lesson Description or Explanation: Students will visit the Starfall website as one of the learning centers. There will be four centers altogether; the computer area, listening area, partner reading and group reading with the teacher.

Indiana Curricular Standards
Standard 1: READING: Word Recognition, Fluency, and Vocabulary DevelopmentWord Recognition involves the understanding of the basic features of words: word parts, patterns, relationships, and origins. Students use phonics, context clues, and a growing knowledge of English and other languages to determine the meaning of words and become fluent readers.Standard 2: READING: ComprehensionComprehension involves understanding grade-level-appropriate material. Students develop strategies such as asking questions; making predictions; and identifying and analyzing structure, organization, perspective, and purpose.

ISTE Standards:
Standard 1: Basic operations and concepts - Students demonstrate a sound understanding of the nature and operation of technology systems. Students are proficient in the use of technology
Standard 3: Technology productivity tools - Students use technology tools to enhance learning, increase productivity, and promote creativity.

Assessments
Formative/Summative
Formative: Teacher will observe children to assess technology skills. Teacher will use miscue analysis to assess students’ reading fluency.
Summative: Students will take a weekly reading test as well as future miscue analyses. Teacher will assess students’ technology skills by observation every three weeks.

Prior Knowledge
Curricular Knowledge or Skills: Teacher will base prior reading fluency on previous miscue analyses.
Technology Knowledge: Teacher will observe students use of computer technology the first week they use the computer area to determine prior knowledge.

Technology
Internet Resources: (please list URLs) www.starfall .com
Hardware: computers with internet access, headphones (adaptive keyboard if needed)
Software:

Procedure
Students will be placed in groups for reading. During reading time each day, the groups will rotate among the different centers (10 minutes at each center). At the computer area, students will choose to work with phonics or reading fluency on the Starfall website. Although this will be student directed the teacher may need to redirect the student to a different level. They will use headphones to listen to the sounds and words. Initially each child will work alone. The teacher may decide at a later date to pair students. Each group will visit all the centers. The centers time may be extended or the teacher might change the rotation so that each group will only visit two centers a day.

Differentiated Instruction
ESL
Students whose first language is not English can benefit from using the phonics part of this website. It includes the alphabet as well as short and long vowel sounds along with the written letter.

Challenge/Extend
Students who need more of a challenge have three reading levels to choose from. Starfall also has activities in which read the directions and make a picture, find words, learn about holidays, etc.

Special Needs
Starfall has a sign language alphabet in which the text letter is shown, a character says the letter and sound (so that it can be lipread) and the letter is shown in sign language. Students could use the phonics part of the website. An adaptive keyboard could be used. The color, type of font and font size can be changed on Starfall as well as the size of the window. The volume can also be changed to louder or softer.

Plant Life Cycle

Authors: Kari Bennett, Danika Harris, Crystal Stoner

Grade Level: 4

Time frame:

• Centers-3 days / 1 hour each day
• Class bean experiment- 10 consecutive days
• Website interactive-1 hour

Lesson Description or Explanation

This lesson plan involves using centers as a way of introducing the students to new science topics, as some children learn best with hands-on, interactive exploration. During the lesson the children will learn in a social setting, in small groups, discussing their new findings and making connections to other's responses. The curriculum will be parceled into 6 separate centers in which students will attend 2 centers each day for 30 minutes each. Students will observe, explore, infer, and predict, and they will learn through exploration. The big ideas to be addressed during this lesson are viewing plant cells through microscopes, identifying cell parts and deeper cell investigation, identifying parts of flowers through flower dissection, further exploration of the scientific method, discover baby plants in a seed through dissection, and deepen scientific knowledge through music and songwriting. Students will leave each center with a new awareness of each subject. Each student will have the opportunity to discuss their prior knowledge about each subject and then will obtain new understandings through exploration and participation and talking with peers.

The second part of the lesson comes after an in class experiment in which each student actually grows their own plant from a bean. More information about this activity can be found on the websites listed below. The interactive website allows students to explore and assess their own plant progress at their own pace.

Indiana Curricular Standards
Science: 4.2.7, 4.4.1, 4.4.3, 4.4.5, 4.4.6, 4.6.1
Music: 4.1.3, 4.5.1, 4.5.2
Math: 4.5.1, 4.7.6

ISTE Standards
1. Basic operations and concepts

• Students demonstrate a sound understanding of the nature and operation of technology systems
• Students are proficient in the use of technology

3. Technology productivity tools

• Students use technology tools to enhance learning, increase productivity, and promote creativity
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works

5. Technology research tools

• Students use technology to locate, evaluate, and collect information from a variety of sources
• Students use technology tools to process data and report results
• Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks

Assessments Formative / Summative

• Each center has its own rubric to which the students will be assessed. Assessments will also be made by observations that teachers make of students work and discussion with others.

Prior Knowledge

• Curricular Knowledge or Skills: To assess the student's knowledge of the content, we will devise a list of questions to address the student's current knowledge of the plant life cycle in order to determine the point where we need to begin.
• Technology Knowledge: The students will have the opportunity to visit multiple websites to explore and navigate the content.

Technology
Internet Resources:

• http://www.sln.org.uk/science/lifecycle/
• http://mgonline.com/experimentsforkids.html
• http://infowest.com/life/plants/htm
• http://compostcss.cornell.edu/plantgrowth.html
• http://www.urbanext.uiuc.edu/gpe/index.html
• htp://ed-web3.educ.msu.edu.rothk/doplants.htm
• http://www.learner.org/channel/workshops/nextmove/beanview/view1/php3

Materials:

• Center 1: Rubric, microscope and labeled diagram of microscope, reference books with large color photos of plant cells, labeled Jello model, prepared slides with onion plant cell, worksheet with diagram of cell for students to label
• Center 2: Rubric, cell parts/function poster, student's science books, matching worksheet, cell diagram, labeling worksheet
• Center 3: Rubric, flower, paper plate, plastic knife, tape, dissected flower parts diagram and labeling worksheet, student science book, other books showing flower diagrams
• Center 4: Rubric, book, What is a Scientist?, computer with streaming video loaded (video provided by teacher through her school account), poster of the steps of the scientific method, reference books
• Center 5: Rubric, lima bean-dry, observations sheet, magnifying glass, soaked lima bean, paper towel, bean dissection worksheet
• Center 6: CD Of scientific method song and CD player, lyrics to "Twinkle, Twinkle, Little Star", paper and pencils, various instrument that IUPUI interns created in Block II music
• Computers (two students per computer)
• Worksheet to be used in conjunction with overhead
• Elmo and flower diagram

Procedure
Center 1: Cells and Microscope

• Step 1: Demonstrate microscope use and safety rules
• Step 2: Introduce parts of the microscope and discuss the proper way to use and carry. Fill out diagram of microscope parts for future reference
• Step 3: Review parts of cell and definitions. Look especially at the cell wall, nucleus, cytoplasm, cell shape, and pattern
• Step 4: Observe Jell-O model and discuss parts of cell that are visible: Cell wall, cytoplasm and nucleus
• Step 5: Look at cell model and plant cell under microscope. Student will draw a picture of a cell as viewed from their microscope. Student will use the information sheet provided to leable the parts of the cell that are visible

Center 2: Cell Structure and Function Center

• Step 1: Prior knowledge questions: What do students know about cells? Follow questions
• Step 2: Identify and discuss: Identify and discuss 8 main parts of a plant cell in depth
• Step 3: Quick overview: Go ove rparts again-name structure and function of 8 main parts
• Step 4: Evaluation: Matching worksheet and label cell diagram
• Step 5: Color cell: IF time allows, let the kids color their cell to look like the one on the poster/in their book

Center 3: Flower Dissection Center

• Step 1: Discuss safety rules for touching plants. No eating them and must was hands immediately
• Step 2: Demonstrate how to carefully dissect a flower, one piece at a time
• Step 3: Students dissect their flowers, carefully pulling off the petals, stamen, and place on diagram
• Step 4: Demonstrate how to cut open the pistil
• Step 5: Students cut open their pistil and observe the ovary and ovules inside and place on diagram
• Step 6: Complete diagram with correct names of lower parts and discuss observations with peers in group
• Step 7: Discuss as a group the names of each part and its function

Center 4: Scientific Method Center

• Step 1: Students will listen and respond as teacher reads the story, What is a Scientist? The book covers all aspects of the scientific method. Students will interact with peers and teacher throughout the reading of the book by providing answers and forming hypothesis about each step in the scientific method
• Step 2: Students will view a streaming video of child performing a science experiment utilizing the scientific method
• Step 3: Students will review the 5 main steps of the scientific method and give examples of each
• Step 4: Students will fill out an information sheet journaling about what they believe a scientist is and does, also naming the 5 main parts of the scientific method

Center 5: Bean Dissection Center

• Step 1: Go over rubric and pass out all materials Have students observe a hard lima bean (one that has not been soaked). Students need to fill out the DRY side of the observation sheet
• Step 2: Now show the group the soaked batch of butter beans and students should notice how different these beans look from the ones not soaked. Students need to fill out the WET side of the observation sheet
• Step 3: ASK: How can we find out what is in the inside of the bean? Students should say that we need to pen up the bean
• Step 4: Pass out a paper towel and magnifying glass to each student. Have students complete diagram of seed as they carefully pull apart the two halves of the seed. Examine each piece carefully with a hand lens and make a quick sketch of the seed parts you observed
• Step 5: Show kids a diagram of the labeled parts of the bean in science book

Center 6: Music Center

• Step 1: Students will listen to a song about the scientific method to help give them ideas
• Step 2: Students will select an instrument and play it for one minute this will help the students to be able to focus on the writing of the song instead of the desire to play the instrument
• Step 3: Students will practice singing "Twinkle, Twinkle, Little Star"
• Step 4: Students will create a piggy-back song together in a small group about the main parts of the scientific method, with the music, "Twinkle, Twinkle, Little Star"
• Step 5: Students will play instrument while singing their newly created song

Website Interactive:

• http://www.sln.org.uk/science/lifecycle/
• Make sure that students beging at the same time
• Emphasize the importance of not rushing through the website
• Invite students to study both the human and plant life cycles, plant their cyber-bean and then measure and label their cyber-bean's daily growth
• If two students are sharing, make sure students are taking turns controlling the computer, unless they are "really" working together to label the different parts
  
• Labeling worksheet/talk about plant lifecycle
• Allow students to have any other papers used in previous lessons as a reference
• Review bean life cycle on Elmo
• Review additional resource books on plant life cycles
• Get student familiar with the cycle in the books, books will be handy in the art lesson
• Allow time for students to log off computers and place them back into the cow (computers on wheels) if applicable

Differentiated Instruction

ESL:

• Allow partner work so that ESL students can receive additional support
• Translate websites
• Use pictures to help with instructions

Challenge/Extend:

• To challenge students, extend the experiment by making more variables and having them keep track of those as well

Special Needs:

• Work with partners for additional support
• Make screen larger for visual impairments
• Have computer screen read to students with visual impairments or reading disabilities
• Enable the feature on the computer where the words on the screen are read aloud through the speakers
• Allow extra work time

Microscopic Life

Microscopic Life

Author(s): Patrick Frepan and Robert Boehler

Grade Level:

Fourth Grade

Timeframe: This will be a 7 or 8 day long investigation, with a possibility of going longer depending on student noticings, generated questions, and interest.

Lesson Description or Explanation

Students will collect water samples from different sources, such as toilets, the downtown canal, a neighborhood creek, and a community lake. These samples will be contained on slides, clearly labeled, and observed under several different types of microscopes. Students will be asked to document “noticings”, such as color, shape, movement, and size. They will write down, draw, and/or capture the images on a computer microscope. They will then identify the different specimens, and classify them as living and non-living, as well as try to identify the organisms using books and the internet. Students will collaborate with others, and present findings in medium of their choice, for example PowerPoint presentation, flip book, iMovie, or photography collage. All forms of presentation will conclude with questions for furthering their exploration and understanding of microscopic organisms.

Indiana Curricular Standards

Science Standard 4 --- The Living Environment

4.4.1 Investigate, such as by using microscopes, to see that living things are made mostly of cells.

4.1.5 Demonstrate how measuring instruments, such as microscopes, telescopes, and cameras, can be used to gather accurate information for making scientific comparisons of objects and events. Note that measuring instruments, such as rulers, can also be used for designing and constructing things that work properly.

ISTE Standards

1) Students use technology to locate, evaluate, and collect information from a variety of sources.

2) Students use technology tools to process data and report results.

Assessments

Formative/

Summative

Formative: This will be an ongoing assessment on how students collaborate and conduct the investigation. Throughout the entire process, students will record their data and observations in a science notebook. In the notebook, we will expect to see observations, questions, drawings, and other relevant information. The science notebooks will be checked daily, and collected upon completion of the study, to be returned prior to the next investigation.

Summative: As a result of this investigation, students will be able to present findings about microscopic pond life in a variety of ways, including but not limited to PowerPoint presentations, flip books, iMovie, and collages. The presentations should include data, pictures, and questions for further investigation. The presentations should address the guiding questions posed by the students at the beginning of the investigation, whether they found concrete answers or not.

Prior Knowledge

Curricular Knowledge or Skills: Students should know that microscopic living things exist. Students should know that these organisms live in various bodies of water. Students should know how to classify specimens as living or non-living.

Technology Knowledge: Students should know how to use the Internet, and how to rate a website as useful or valid. Students should know that microscopes can be used to magnify very small objects.

Pre-Assessment: The first two days of “messing around” with microscopes and forming KWL charts should assess the prior knowledge of students.

Differentiated Instruction

ESL For ESL Differentiation you could plan your student work groups to put ESL students with non ESL students. You could also use translation services for the websites/resources that are planned to use with the lesson. You could also use charts, graphs, and other graphic data presentation.

Challenge/Extend

For students that are in need of more of a challenge, you could have them collect water samples and test for levels of PH and other chemicals that would make up the content of water. They could also search for chemicals that are not supposed to be in drinking water and research and present on the finds of their effects on humans.

Special Needs

Students with special needs can still take part in this project they could assist their group by collecting the water samples. This would let them feel as if they are part of the group and the class.

Technology/

Materials

Internet Resources: (please list URLs): 1) http://www.microscopy-uk.org.uk/index.html?http://www.microscopy-uk.org.uk/ponddip/index.html

2) http://ebiomedia.com/gall/drop/dropmain.html

3) http://www.cellsalive.com/toc.htm

4) Student’s will also be encouraged to find relevant websites based on previous investigations

Hardware: Several computers with internet access.

Digital PC Microscopes

Software: “A Closer Look at Pond Life” CD-Roms and Software (available at- http://www.educationalimages.com/it020008.htm)

Materials: Microscope slides, Collection Materials, Science Notebooks.

Procedure Day One- Discuss microscopic organisms and how living things to small to see may live in bodies of water, such as rivers and ponds. Make a KWL chart to document our knowledge and what we want to know. Discuss places to obtain water samples.

Day Two- “Mess Around” with microscopes and talk about how we can use them in our investigation. Look at things around the classroom, such as paper, dust, clothing, and hair. Record observations and drawings.

Day Three- From our list of possible water samples, we will go out into the school, and the neighborhood to collect water samples. Bring samples back, label, and prepare slides.

Day Four- Look at different samples under PC microscope, and regular microscopes. Record observations, drawings, and still images for comparison with others. Classify as living or non-living.

Day Five- Use books, software, and Internet websites to try to identify living organisms found in samples. Record data, including names, information, and location.

Day Six- Continue research, and decide how to present information. Begin forming presentation and questions.

Day Seven- Finish presentations

Day Eight- Present findings to classmates, including questions for furthering the inquiry. Allow questions from students, and allow students to share any findings that may answer each others questions.

I am a Poet and didn't Know It!

I Am A Poet And Didn't Know It!

Author(s):
Katie Baker


Grade Level:
1st Grade

Timeframe:
This particular study will be spread out over a three week period for about 30 minutes a day

Lesson Description or Explanation
To begin the study of Poetry I will read at least one knock-your-socks off text each day for a week. This will bring discussion of their history of reading or writing poetry. Since we will be working with such young students they probably will have little to no experience with poetry. I will set the stage by asking my students if they know any poetry or if they can explain what poetry is. I plan to give them copies of the text I will be reading to them in class, this way they can see poetry while listening. Students can also get their hands on Poetry text that will be available around the room in different containers and with assistance they can use computer technology. Since we do have such a young group it would be wise to have expectations rather then formal requirements. This way we can invite them to write poetry with great adult support.
Stack of Texts
Poetry fo Young People-Carl Sandburg Falling Up-Shel Silverstein
Light in the Attic-Shel Silverstein
A Pizza the size of the Sun-Jack Prelutsky It`s Raining Pigs and Noodles-Jack Prelutsky
Monday’s Troll-Jack Prelutsky The New Kid on the Block-Jack Prelutsky Something Big Has Been Here-Jack Prelutsky The Queen of Eene-Jack Prelutsky The Random House Book of Poetry for Children-Jack Prelutsky For Laughing Out Louder-Jack Prelutsky The Frogs Wore Red Suspenders-Jack Prelutsky Sing a Song of Piglets-Eve Bunting Oh, the Places You`ll Go!-Dr. Seuss
The Foot Book-Dr. Seuss I Wish that I had Duck Feet-Dr. Seuss Oh, The Places You’ll Go!-Dr. Seuss Dr. Seuss’s ABC-Dr. Seuss Oh Say Can You Seed?-Dr. Seuss My Many Colored Days-Dr. Seuss One Fish Two Fish, Red Fish Blue Fish-Dr. Seuss The Sneetches and other Stories-Dr. Seuss Yertle the Turtle and Other Stories-Dr. Seuss Horton Hears a Who!-Dr. Seuss Horton Hatches the Egg-Dr. Seuss If I Ran the Circus-Dr. Seuss The Cat in the Hat-Dr. Seuss Fox in Socks-Dr. Seuss The Lorax-Dr. Seuss Dr. Seuss’s Sleep Book-Dr. Seuss The Spook Matinee-George Ulrich Put Your Eyes Up Here- Kalli Dakos Grasshopper Pie and Other Poems-David Steinberg Big, Bad and a little bit Scary-Wade Zahares Dinosaur Dinner- Favorite Poems by Dennis Lee

Indiana Curricular Standards

Reading Standards
1.1.4 Distinguish beginning, middle, and ending sounds in single-syllable words (words
with only one vowel sound).
1.1.7 Create and state a series of rhyming words

ISTE Standards
1.1 Students demonstrate a sound understanding of the nature and operation of technology systems.
3.1 Students use technology tools to enhance learning, increase productivity, and promote creativity.
2.2 Students practice responsible use of technology systems, information, and software
Assessments

Formative/Summative
Formative Assessment would be the best way to evaluate 1st graders. This would be the first time (for most) students to write poetry. This lesson is targeted to help young children to build their knowledge of creative writing and understanding. Each student will process this activity at different levels, therefore a summative assessment would not be a constructive form of evaluating.

Prior Knowledge
These students have been introduced to poetry through read-alouds with parents and former teachers. Though they have experienced little to no poetry writing.
Goals
Students will recognize the difference between poetry and narrative writing.
Students will be able to write poetry of some form.
Students will be able to share poetry (if comfortable).

Technology

Internet Resources: (please list URLs) http://cceschool.org/hayes/Poetry%20Page-Home%20Page.htm
http://pbskids.org/rogers/songlist/
http://www.funbrain.com/cgi-bin/getskill_s.cgi?A1=selects&A2=la&A4=0&A7=0
http://www.seussville.com/lb/home.html
Hardware: Video Camera's, Digital Camera's
Software: Microsoft Word

Procedure
Writing: Processes and features
Discuss ideas and select a focus for group stories or other writing.
Use various organizational strategies to plan writing.
Revise writing for others to read.
Begin asking questions to guide topic selection and ask how and why questions
Writing: Applications
Write brief expository (informational) descriptions of a real object, person
Place, or event, using sensory details.
Write simple rhymes.
Use descriptive words when writing.
Listening and Speaking: Skills, Strategies, and Applications
Listen attentively.
Recite poems, rhymes, songs, and stories.
Differentiated Instruction

ESL
Educators and adults present during these activities will assist all students with the writing. This allows the ESL and lower leveled writers to create verbal and written poetry.

Challenge/Extend
Since poetry is being introduced to such a young grade level, a great deal of assistance will be available. If even verbally expressing a poem is too difficult, the students could sketch or do the illustrations for poetry.

Special Needs
Since poetry is being introduced to such a young grade level, a great deal of assistance will be available. If even verbally expressing a poem is too difficult, the students could sketch or do the illustrations for poetry.

Under the Deep Blue Sea

Under the Deep Blue Sea

Author(s): No author listed. Found at EDSITEment Website:
http://edsitement.neh.gov/view_lesson_plan.asp?id=2454
Edited by: Marie Gebhart and Jammi Wagner )Oct. 19, 2007

Grade Level: Grade 1

Class periods? 9 Number of hours? 5 & ½ total
Minutes? 35 minutes per day

Lesson Description or Explanation:
This unit consists of six different lessons which cover the concept of ocean life. Under the Deep Blue Sea will inspire students’ creativity and teach them about the ocean and the many life forms that make their homes in its’ mysterious depths. Students will learn about the ocean and the creatures that live there, listen to stories and poems with oceanic settings, conduct research about oceanic life forms, and write their own stories and poems about the sea.

This lesson gives students the opportunity to explore oceans and ocean life. After locating the earth’s major oceans on a world map, students will “dive underwater” to discover the plants and animals that live in the sea. Students will listen to stories and poems with oceanic settings and lean about the forms of sea life featured in each. They can add artwork and text about ocean animals and plants to a cut-away ocean display. Finally, students will engage in various forms of creative writing about the ocean and ocean life.

Indiana Curricular Standards


Language Arts
1.2.3 Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read.
1.7.5 Use descriptive words when speaking about people, places, things, and events
Science
1.1.2 Investigate and make observations to seek answers to questions about the world
1.2.7 Write brief informational descriptions of a real object, person, place, or event using information from observations.

ISTE Standards

Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

Assessments:
Formative/Ongoing Assessment:
-portfolio
-observation
-discussion
-peer interaction
-asked what is being learned (part of KWL chart)
Summative/End of Lesson Assessment:
student presentation of completed assignment
portfolio
multiple choice vocabulary test written or computer based
Prior Knowledge
Curricular Knowledge or Skills: Students will be assessed during Lesson 1 and 2.
Technology Knowledge: Computer center will include appropriate websites.

Technology
Hardware: Computer, SmartBoard, Elmo, Transparency
Software: DragonNaturally Speaking, Translation
Internet Resources:
Selected EDSITEment Websites
 Treasures@Sea: Exploring the Ocean through Literature
 Aquatic Safari www.seaworld.org/VirtualAquarium/aquaticssafari.html
 Ocean Animals www.mbgnet.mobot.org/salt/animals
 National Geographic Society Xpeditions www.nationalgeographic.com/xpeditions
Online book making: CAST.org
Online Nursery Rhymes"Little Drops of Water, Little Grains of Sand, Make the Mighty Ocean and the Pleasant Land"http://www.mamalisa.com/house/drops.html, "My Bonnie Lies Over the Ocean" on HPD's Nursery Rhymes Page.

http://www.hendersonville-pd.org/nurserybonnie.html

"The Owl and the Pussycat." http://www.geocities.com/EnchantedForest/Fountain/5540/Owlandthepussycat.html

Procedure:

Prior to day 1:
Students will be given a technology survey assessment to see what their needs and interests are.

Lesson 1: Oceans and Ocean Life
-Student will gather at the carpet where the teacher will ask for volunteers to explain what an ocean is.
-Teacher will have students who have been to the ocean describe what they have experience there to the class.
-As students recall what they know about he ocean, teacher will write down their descriptive words and phrases next to the sensory heading on the chart which has been created prior to class. The chart will be hung at the easel and it will contain the headings: see, hear, touch, taste, smell.

Lesson 2: Exploring the Ocean
-Ask the students how many oceans they are, as a whole group. Write their guesses on the Smart board.
-Look at World Map through National Geographic Society Xpeditions on SmartBoard. See that there are four major oceans that actually make up one global ocean: the Pacific Ocean, the Atlantic Ocean, the Arctic Ocean, and the Indian Ocean.
-Give students a copy of the map to color the oceans blue and see that their writing utensil never has to come up from the paper, because they can stay inside the lines. Students can color the seven continents of land another color than blue.
-Ask students prior knowledge about the ocean. Make a (KWL) Know Want to know and Learn chart.
-Guide students to do their own research or use EDSITEment-reviewed Treasures@Sea Web site. (Select "Diving for Treasure." "Search for a Treasure Chest of Ocean Facts." And "Frequently Asked Questions")

Lesson 3: Introducing Rhymes with Ocean Literature
-Read on-line nursery rhymes on EDSITEment-reviewed Web site Internet Public Library www.ipl.org and act out rhymes.
-Talk about rhyme and verse from EDSTIE MENT”S lesson Play with Words http://edsitement.neh.gov/view_lesson_plan.asp?id=259
-EDSITEMENT reviewed Treasures@Sea Web site. (Select "Book Activities" and “Web Resources”)

Poetry Collections:

In the Swim, by David Florian (Voyager Books, 1997):

My First Oxford Book of Poems, edited by J. Foster (Oxford University Press, 2000):

The Oxford Book of Animal Poems, edited by Michael Harrison and Christopher Stuart-Clark (Oxford University Press, 1992):

Poetry for Young People: Lewis Carroll, edited by Edward Mendelsohn (Sterling Publishing Company, 2000):

The Random House Book of Poetry for Children, edited by Jack Prelutsky (Random House, 1983):

Sailing Days: Stories and Poems about Sailors and the Sea, edited by A. McKay (ACC Children's Classics, 1998):

LIST FROM: (http://edsitement.neh.gov/view_lesson_plan.asp?id=245#)

-Children assist in compling a list of new vocabulary words from books.

-Talk about rhyme and verse from EDSTIE MENT”S lesson Play with Words http://edsitement.neh.gov/view_lesson_plan.asp?id=259

Lesson 4: Writing Fiction about Ocean Life

-Talk about the difference between fiction and nonfiction. Fiction can have animals personified. Students can create their own stories after reading some stories. Teacher can read aloud some picture books.

EDSITEment-reviewed Web site Internet Public Library.

Picture Books

A Swim Through the Sea, written and illustrated by Kristin Joy Pratt (Dawn Publications, 1994)Very Last First Time, written by Jan Andrews, illustrated by Ian Wallace (Atheneum, 1985)Marina, written and illustrated by Ludwig Bemelmans (Harper & Row, 1962)

A House for Hermit Crab, written and illustrated by Eric Carle (Simon & Schuster, 1988)

One Lonely Seahorse, written by Saxton Freymann, illustrated by Joost Elffers (Arthur A. Levine Books, 2000)

Where Will You Swim Tonight?, written by Milly Jane Limmer, illustrated by Helena Clare Pittman (Albert Whitman & Company, 1991)

Sea Squares, written by Joy N. Hulme, illustrated by Carol Schwartz (Hyperion Books for Children, 1991)

Swimmy, written and illustrated by Leo Lionni (Random House, 1968)

The Rainbow Fish, written and illustrated by Marcus Pfister (North South Books, Inc., 1992)Into the A, B, Sea: An Ocean Alphabet, written by Deborah Lee Rose, illustrated by Steve Jenkins (Scholastic Press, 2000)

Across the Big Blue Sea: An Ocean Picture Book, written and illustrated by Jakki Wood (National Geographic Society, 1998)
LIST FROM: (http://edsitement.neh.gov/view_lesson_plan.asp?id=245#Resource)

-Discuss the main idea and moral of the story. What was the author's purpose? Students can create own literature books on CAST.org or on power point by using learned vocabulary and reading. Including reading conventions: setting, plot, characters.

Lesson 6: Reporting on the Sea
-Students take what they learned from eachother, books, the internet, and poems and orally report on a selected animal.

Sample questions a student can answer in paragraph form

LIST FROM:(http://edsitement.neh.gov/view_lesson_plan.asp?id=245#Resource)
What is your animal's name?
How big or small is it?
Does it live in the ocean or near the ocean?
In what part(s) of the world is your animal found?
What does your animal eat?
How deep under the water does it live?
What special things does your animal do to survive?

Research BooksAnimals on the Seashore (Octopus Publishing Group, Ltd., 2001)

Draw 50 Sharks, Whales, and Other Sea Creatures, by Lee J. Ames (Doubleday, 1989)

The Magic School Bus on the Ocean Floor, by Joanna Cole (Scholastic, Inc., 1992)

The Aquarium Take-Along Book, by Sheldon L. Gerstenfeld (Penguin Putnam, 1994)

Exploring the Deep, Dark Sea, by Gail Gibbons (Little, Brown, & Co., 1999)

World Water Watch, by M. Koch (Greenwillow Books, 1993)

Beneath Blue Waters: Meetings with Remarkable Sea Creatures, by Deborah Kovacs and Kate Madin (Viking, 1996)

Sea Creatures Do Amazing Things, by Arthur Myers (Random House, 1981)

Shark in the Sea, by Joanne Ryder (Morrow Junior Books, 1997)

Night of Ghosts and Hermits: Nocturnal Life on the Seashore, by Mary Stolz (Harcourt Brace Jovanovich Publishers, 1985)
LIST FROM: (http://edsitement.neh.gov/view_lesson_plan.asp?id=245#Resource)


Differentiated Instruction/Assessment

ESL
Researching Ocean Life:
Directions orally. Model, reminders, physical prompts, check in during group work, preferential seating, time to move around. Different products, timeline, media choices, interpreter, recorder, no bubble sheets, Different requirements; length, size, amount of time, type of participation, advocate, reminders reader, and test setting, Students use more pictures and translations in their first language. Students use graphic organizers to stay on task, follow group, and communicate with others. Read books on tape and computers with Speaking and translating software. Peer tutor interactions. Share with families.

Challenge/Extend
Researching Ocean Life:
Consider the standards and work of the next grade. Students write about what they have studied. Students use a web to brainstorm what they are going to write about to answer the; who, what, where, when, and why. Design own book on power point or Cast.org, make a brochure, newsletter, share with families.

Special Needs
Researching Ocean Life:

Consider the IEP and standards below the grade.
Directions orally. Model, reminders, physical prompts, check in during group work, preferential seating, time to move around. Different products, timeline, media choices, interpreter, recorder, no bubble sheets, Different requirements; length, size, amount of time, type of participation, advocate, reminders reader, and test setting, Students can dictate or point to pictures to tell what they have learned. Students use graphic organizers to stay on task, follow group, and communicate with others. Read books on tape and computers with Speaking software and any other needed assistive technology. Peer tutor interactions. Share with families.

Jammi Wagner & Marie Gebhart IUPUI Elem. Edu. Majors

Student Writers

Author:
Meg Gustus

Grade Level:
4th and 5th grade

Timeframe:
Approximately 10 hours over a three week period.

Lesson Description or Explanation:
Students will use technology to create a literary piece of their choosing. After a literacy Unit the students will have a strong understanding of the various types of literacy. To showcase their understanding they will have the option of choosing what they want to write about and in what style they are most comfortable with or wish to explore. This allows students to work at their own pace

Indiana Curricular Standards:
Standard 4: WRITING: ProcessThe writing process includes prewriting, drafting, editing, and revising. Students progress through these stages to write clear, coherent, and focused paragraphs and essays.
Standard 5: WRITING: ApplicationsThrough the exploration of different types of writing and the characteristics of each, students become proficient at narrative (stories), expository (informational), descriptive (sensory), persuasive (emotional appeal), argumentative (logical defense), and technical writing. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

ISTE Standards:
1. Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.
3. Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Assessments:
Formative:
The students will first complete a rough draft of the literary piece that they wish to complete on the computer, they will have a conference with me before they begin work on the computer. During this conference I will be able to see the development of ideas the student has and we will talk about how their piece can be done on the computer and what tools the individual will use.
While the students are working on their literary piece, I will be walking around and answering any questions the students might have and giving assistance when needed. In walking around the room it will give me a good idea as to how they are advancing in their piece (fluidly or with difficulty).
Summative:
Simply, I will have the students hand in their piece and it should be complete with no errors. They should have used the computer to create their piece in a way that shows their individuality.

Prior Knowledge:
Curricular Knowledge or Skills: The students must all have a basic understanding of how to write (spell, grammar etc.). They must an understanding of a broad range of types of literature and what each type of literature; how it is made and why.
Technology Knowledge: Students must know how to use the type of word-processing tool that they choose to create their literary piece.

Technology:
Internet Resources: http://www.m-w.com/home.htm, http://www.bham.wednet.edu/bio/biomaker.htm, http://www.kids-space.org, http://www.geocities.com/SoHo/Atrium/1437/index.html, http://www.freetranslation.com/

Hardware: Computers with internet access, color printer/scanner

Software: Microsoft Office Word, Microsoft Office Excel, Microsoft Office Publisher, clip art


Procedure:
Students will spend up to 5 hours over a week (at school and at home) deciding upon a piece of writing that they wish to pursue (i.e. poetry, autobiography, biography, comic strip, editorial, brochure, magazine article etc.). Once they have created a rough draft of the piece they choose to write they will begin creating it on the computer. They will spend up to 5 hours throughout two weeks creating their piece. Finally they will display their pieces for all of their peers to see.

Differentiated Instruction:
ESL:
Students who are ESL will be able to use various resources to help them translate what they choose to write.

Challenge/Extend:
Because this lesson allows students to choose their own type of literary piece students who need more of a challenge can choose to create something that allows them to develop something elaborate and complex.

Special Needs:
Because this lesson allows students to choose their own type of literary piece, students with special needs have the option of choosing a piece that will fit their abilities and strengths.

YOU ARE ALL AUTHORS AND VISUAL ARTISTS!

You All Are
Authors & Visual Artists!

Author(s): Andrew Wilson

Grade Level: 12th Grade (Seniors)

Timeframe: 8 Class Periods / 3 Weeks 90 minute class periods


Lesson Description or Explanation

Students will have recently just finished reading a collection of creative nonfiction works by various authors; I thought it might be interesting if each of the students were to choose an author that we have read. Upon choosing their author they would write a creative nonfiction piece of their own in which they will imitate the style that the author they chose uses in their particular piece. The piece that the students write must be an original, there shall be no copying of what the author has or any attempts to try jumbling it up. Students need to create a piece of nonfiction focused upon their passion for something. Whether that is films, music, cooking, drawing, etc. I don’t want students to just be obvious about it though, I want them to really attempt to delve into this project. Take hints from the author they have chosen, by looking at how they set up their piece. And students remember to imitate the style in which they go about writing their piece. Along with writing a creative nonfiction piece, students will be responsible for creating an artistic representation of the piece they wrote. Examples of artistic representation that they could use include the following: making a collage of photos (or maybe one photo could capture the written words), a drawing/painting, a short film in which they could use scenery or something else to create the feeling that is coming from their written words. If student do a drawing, perhaps they could have it set up in a book format, and the illustrations display what is occurring. There are countless possibilities in regards to the avenue they could take towards creating an artistic representation. Each greatly incorporating the use of technology and furthering students’ knowledge.


Indiana Curricular Standards
Standard 4: Writing- Process:
12.4.9- Research and Technology:
· Use technology for all aspects of creating, revising, editing, and publishing.

Standard 5: Writing- Applications:
12.5.8 – Deliver multimedia presentations that:
· Combine text, images, and sound and draw information from many sources, including television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, and electronic media-generated images.
· Select an appropriate medium for each element of the presentation.
· Use the selected media skillfully, editing appropriately, and monitoring for quality.
· Test the audience’s response and revise the presentation accordingly.

ISTE Standards
Standard 2: Social, Ethical, and Human Issues:
· Students practice responsible use of technology systems, information, and software.

Standard 3: Technology Productivity Tools:
· Students use technology tools to enhance learning, increase productivity, and promote creativity.

http://eev2.liu.edu/westburyII/JG/assignments/iste_chart.htm

Assessments
Formative/Summative

Formative Assessment: Free Write/Peer Group Work: Students will complete a free write during class, and have several opportunities to work with peers upon revising and re-working their ideas with respect to their Creative Non-Fiction pieces. I will assess them on whether or not they actually completed the free write during the class time allotted. As well as assess students upon their work completed through their peer group work sessions. By assessing both of these sets of work, I will be able to get a sense of how the students are progressing along the way with their pieces, and hopefully have the chance to see how they are coming along with their artistic representations as well. These both would be considered to be forms of formative assessment, because they are taking place throughout the actual process of the assignment and overall lesson plan.

Summative Assessment: Creative Non-Fiction Piece/Artistic Representation: Students will turn in at the end of the 2-3 week unit plan period, a creative non-fiction piece that imitates the style of the author that they have chosen to use. Students will also turn in an actual artistic representation of their creative non-fiction piece. I will assess the students on whether or not they had chosen an author to imitate and how closely they imitated the author’s style. Of course students will need to have created an authentic piece and the originality of the piece will play a factor. I will also assess students upon how well their artistic representation captures and displays the meaning behind their creative non-fiction piece. When it comes to the artistic representation students will also be assessed upon their use of technology, which will be a key factor in their final grade for this portion. By assessing both of these pieces of work, I will be able to determine how well the students understood the intent, knowledge and overlying theme of the unit plan. Both of these would be considered to be forms of summative assessment, because they take place at the conclusion of the unit plan. It’s an assessment of their overall understandings from the unit plan itself.


Prior Knowledge

Curricular Knowledge or Skills: Students should have prior knowledge of the mechanics that are vital to the process of writing, as well as how to write in various styles, including being able to imitate a style that has been implemented by an author. Students also need to be able to write in a rather creative manner, or at least have a foundation that will enable them to write in such a manner. In order to ensure that students have this prior knowledge or skills before delving into the lesson plan, I will conduct a pre-assessment by having the students complete a free write during a fifteen minute portion of the initial class period. Students will conduct the free write much in the same manner that they would the actual creative non-fiction piece. By the end of the period the students will have completed their free writes and have had the opportunity to talk with several of their peers about their free writes; obtaining a better idea of what things they may want to keep in mind when working on the final draft. Simply put students should have a good grasp on the writing process, language and how they can be used to effective to communicate one’s ideas and purpose.

Technology Knowledge: Students should have prior knowledge of working with Microsoft Word in order to type up their final creative non-fiction piece. Students also need to be familiar with other programs that they wish to use in order to create their artistic representation of the piece they have written. Such programs may include PowerPoint, Publisher, Movie Maker, etc. Thus a basic understanding of how to use a computer and some rather common programs would be ideal to have before beginning work upon this project.

Technology

Internet Resources: N/A (Can’t think of any specific sites essential to the completion of this project)

Hardware: A computer with the programs mentioned below, (the rest are possibilities) - Video Camera, Art Supplies, Poster Board/Canvas, etc. (anything else that the students may find beneficial to make use of in order to complete their artistic representation of the assignment.

Software: Microsoft Word, PowerPoint, Publisher, Movie Maker, any other programs that would be beneficial to the students for creating an artistic representation of their creative non-fiction piece. Microsoft Word must be used when writing the creative non-fiction piece, while any of the other programs may be implemented to assist in creating the artistic representation portion of the project.


Procedure
Day One: I will begin with an opening hook, such as: Have you ever wanted to write like your favorite author? Ever felt like you would like to show how visual art can help enhance your own written word? (These will be rhetorical questions asked at the beginning of class to peak students’ interest). I will then proceed to introduce the assignment, and pass out the specific assignment sheet. Allowing about 10 minutes for any questions that the students may have. The students will then be asked to look within their textbooks for an author(s) they feel they would like to imitate with their own writing. The students will have about 15 minutes to look throughout the textbook over the various authors that we have read up to that point in the semester, and if they choose so, they may use an author we haven’t read yet. Upon having chosen an author (for the time being) to focus up, the students will then have a fifteen minute free write in which they will imitate the style that the author has implemented in their specific writing. Students will then split up into groups of four and share their free writes with their peers; this should take between 5 and 10 minutes. Students will be given the opportunity to share their free writes with the entire class if they so choose. I will then review the lesson plan with the students once more and ensure that they know to bring in a rough draft of their creative nonfiction piece by the next class period. The remainder of the class will be then devoted to watching the film “Dead Poets Society”, this will be a continuation of the film from the previous day.

Day Two: Students will need to have brought in rough drafts of their creative non-fiction pieces. For those students who haven’t brought in a rough draft for whatever reason, they will need to be working on their rough draft throughout the class period. And it must be handed in by the next period (or more points will be deducted from their project grade). I will split the students up into pre-arranged groups that they will conduct a peer editing workshop in. The remainder of the class time will be devoted to the peer editing workshop, students will be handed evaluation sheets which they will need to refer to when reading one of their peers’ texts. The evaluation sheets will be turned in at the end of the period to ensure that they were indeed completed (and will be returned before they are dismissed so that they can use the advice in order to work on their second draft of the assignment). *The students will complete a peer editing workshop evaluation sheet once the final projects are collected, in which they will inform me of how helpful their peers’ comments were to their drafting process, etc. Before the class is dismissed I will make sure that the students know that a second draft of the piece needs to be done before they come to their one-on-one conferences with me concerning their creative non-fiction pieces. The students will already have a calendar with the dates of the unit’s intended outline, which will include the due dates for the draft, along with the one-on-one conference dates (these will be conducted during their 90 minute study hall periods, each student getting 15 minutes to share with me any questions, concerns, etc. as well as a second draft of their piece).

Day Three: Some reading/writing activities. Students will have some time in class to work on their unit projects. Students who would like to go to the library to use a computer to work upon their artistic representation for the assignment may, but they must solely work on their artistic representation. The first day of the one-on-one conferences during the study hall period. Students must have their second draft of the creative non-fiction piece or they will have to reschedule their time.

Day Four: Some reading/writing activities. Students will have some time in class to work on their unit projects. Students who would like to go to the library to use a computer to work upon their artistic representation for the assignment may, but they must solely work on their artistic representation. The second day of the one-on-one conferences during the study hall period. Students must have their second draft of the creative non-fiction piece or they will have to reschedule their time.

Day Five: Some reading/writing activities. Students will have some time in class to work on their unit projects. Students who would like to go to the library to use a computer to work upon their artistic representation for the assignment may, but they must solely work on their artistic representation. The third day of the one-on-one conferences during the study hall period. Students must have their second draft of the creative non-fiction piece or they will have to reschedule their time.

Day Six: Some reading/writing activities. Students will have some time in class to work on their unit projects. Students who would like to go to the library to use a computer to work upon their artistic representation for the assignment may, but they must solely work on their artistic representation. The fourth day of the one-on-one conferences during the study hall period. Students must have their second draft of the creative non-fiction piece or they will have to reschedule their time.

Day Seven: Some reading/writing activities. Students will have some time in class to work on their unit projects. Students who would like to go to the library to use a computer to work upon their artistic representation for the assignment may, but they must solely work on their artistic representation. The fifth and final day of the one-on-one conferences during the study hall period. Students must have their second draft of the creative non-fiction piece.

Day Eighth: Students will turn in their final creative non-fiction pieces, along with their artistic representations. Each student will be given the chance to present both their piece and the artistic representation that corresponds with it. This is to be a completely stress-free environment for the students. Each of them will have worked hard upon their projects, and will be given the fair chance to present their work with nothing, but respect being shown by their fellow peers. This will conclude the unit plan, and the way I have it planned out Thanksgiving Break will begin the following day!


Differentiated Instruction
ESL
Students whose native language isn’t English will be given the opportunity to choose an author that has written in their native language or from their native country. Hopefully this will peak their interest with respect to the assignment. The handouts for the assignment will be given in both English as well as their native language, and I will make sure to contact their parents to ensure they know what their child is doing for the particular assignment. That way they may be able to help out in some aspects if need be. I will also make use of the translator in Google’s language tools. As well as the following websites: http://babelfish.altavista.com/, http://translation.paralink.com/, www.worldlingo.com. I will ensure that the students have the opportunity to achieve just like every other student in the classroom.


Challenge/Extend
Students, who feel they need to be truly challenged or extended within my classroom, could approach this particular assignment and unit from a truly artistic side. This assignment allows students to creatively express themselves through both writing and artistic representations of their writings. Thus it is kind of already directed towards those students who feel they aren’t challenged enough in school. And students who still feel the need to be challenged further can complete two creative non-fiction pieces along with artistic representations for both if they wish. I believe that by having the artistic representation portion of this assignment it truly is calling out to those who wouldn’t simply find the challenge in writing a piece. If the students still felt that doing another project would be challenging enough, perhaps I could work with them on some more challenging ideas for creating the artistic representation portion of the assignment.

Special Needs
Students will be given every resource available in order to ensure that they are equipped to achieve when it comes to this project. I will spend extra time with any students who feel they need assistance with either the writing portion or the artistic portion of this assignment. Accommodations will be made throughout the unit as often as is necessary.

Explorando Latin America

Explorando Latino America

Author(s):


Julisis Moquete, Samantha Lewis

Grade Level:

8th Grade - Spanish II
Timeframe:
Class periods? 2, 4, and 6
Number of hours? Minutes? 55 minutes
Lesson Description or Explanation

In this unit, students will learn about diversity in Latin America. Students will also learn about different cultural aspects such as music, food, traditions, sports, etc…, and how they vary throughout Latin America. Students will express what they learned in this unit through a digital story that will be due towards the end of this unit.

Indiana Curricular Standards


8.6.1 Use digital media and culturally authentic resources to build vocabulary, improve reading ability, and encourage cultural awareness.
Examples: Electronic dictionaries, language websites, TV programs, etc.
8.6.2 Use digital media and culturally authentic resources to study target cultures.
Examples: Short video clips, advertisements, etc.
8.4.1 Investigate and report on basic social practices of the target cultures.
Examples: Celebrations and holidays unique to the target cultures, fashion, sports, etc.
8.4.2 Examine products, perspectives, and symbols of the target cultures through guided participation.
8.4.3 Examine factors that influence practices, products, and perspectives.
Examples: Geography, weather, demographics, etc.
8.4.4 Describe contributions from other cultures.
Examples: Art, literature, famous people, etc.



ISTE Standards

Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works
Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.


Assessments
Formative/Summative

Formative assessment: Ongoing observations and methods of evaluation designed to measure student comprehension of a concept or task in order to identify areas that require enhanced or adapted instruction.
Students will be observed during the process as he or she works on obtaining information that focuses on the music, dance, politics, geography, sports, food, etc… of their country of choice. Students will be asked to keep a journal each day to record new information and vocabulary that they find relating to their country of choice. The process is more important than the final project because the main focus is discovering new information about Latin American countries.

Summative assessment: Evaluation administered at the conclusion of a unit of instruction to comprehensively assess student learning and the effectiveness of an instructional method or program.
I will evaluate the final-project based on creativity, thoroughness and accuracy of the topic country. I will assess if they included sufficient details within their digital project to clearly to paint an image that will accurately inform others of that culture. Finally, students will be assessed on the introduction of their project in the target language and the overall quality of the presentation.


Prior Knowledge

Curricular Knowledge or Skills: The class will discuss their prior knowledge of Latin American countries. I will introduce a map to the students showing the geographical location and talk about local information specific to various regions. I will present a PowerPoint that will provide students with visual information which encompasses the diversity of Latin America. We will talk about the local culture and what kinds of things we see in the media.
Technology Knowledge: Students will already know how to use digital story making technology (PowerPoint, I movie, moviemaker). Students will have also attended a tutorial on how to use a digital recorder and digital cameras.

Technology


Internet Resources: (please list URLs)
www.batanga.com
www.freetranslation.com
www.colonialzone-dr.com


Hardware: PC, Mac, Video Cameras, Digital Cameras, Voice Recorders

Software: Internet, Microsoft Office, moviemaker Power Point, iMovie)

Procedure

Day 1: Teacher will introduce the unit on Latin America and include details specific to the various regions and describe where the countries are located geographically. The information on the countries will include music food traditions and sports and other cultural notes. Students will brainstorm in small groups to discuss their prior knowledge and what they are interested in learning about. Day 2 – Students will do research and determine which country of Latin America they want to learn about most. Afterwards they will choose a partner based on the country they choose. The groups will be no larger than 4 people and each group will focus on a different country. Day 3 and 4 – Students will begin putting together information about their country and develop an outline organizing the areas of focus for their presentation. Day 5-7 – Students will begin putting together their digital presentation and integrating interviews, pictures, and video clips with their other research. Students will start editing their projects and those who need more time will be given time. Day 8 – Students will orally introduce their project and show their presentation to the class.
Differentiated Instruction

ESL
Our ESL students that are native speakers of Spanish could contribute information about their own country. ESL students that are not native-Spanish speakers can take notes in their journal in their native language and have use of online translation tools.

Challenge/Extend

The students that are more confident or advanced Spanish speakers can extend the project by interviewing a person from that country in the target language.

Special Needs

For those students that are not who are unable see due to visual impairments they will have use of technologies that will read aloud or make the print bigger.
Please download and save this document to your computer.

Water Cycle

Author(s):

Tim Holmes
Jennifer Boller


Grade Level:

1st grade
Timeframe:
Class periods: 5- 30 minute time periods plus collecting weather data 5 minutes per day
Total this project will encompass about 3 hours of a week
Lesson Description or Explanation

Water Cycle
This lesson takes a beginning look at the water cycle and its relationship to the weather. Students will collect data and evidence from rain gauges and beekers and discuss their predictions and observations. They will keep a notebook of their predictions and observations about the water. This project will touch upon science, math and writing. The essential question of this project is: What is the water cycle and what is its relationship to the weather? The students will take a nature walk to observe water in the environment.

Indiana Curricular Standards


English
1.4.6 Organize and classify information by constructing categories on the basis of observation.
1.5.2 Write brief expository (informational) descriptions of a real object, person, place, or event, using sensory details

Math
1.2.2 Show the meaning of subtraction (taking away, comparing. Finding the difference) using objects
1.5.5 Compare and order objects according to area, capacity, weight, and temperature, using direct comparison or a nonstandard unit

Science
1.1.2 Investigate and make observations to seek answers to questions about the world, such as “In what ways do animals move?”
1.3.2 Investigate by observing and then describing that water left in an open container disappears, but water in a closed container does not disappear


ISTE Standards

-Standard 3: Students use technology tools to enhance learning, increase productivity, and promote creativity
-Standard 5: Students use technology to locate, evaluate, and collect information from a variety of sources
Assessments
Formative/Summative

We will be checking the students’ journals to monitor their predictions and data collection. We can expand the schedule of the lesson if students are not progressing on schedule. Students should be able to make a connection between collected water and the water cycle.

Students will be able to describe the water cycle and the different steps of the cycle. Students’ journals should include their predictions, the data they collected and the results of our experiment.

Prior Knowledge

Curricular Knowledge or Skills: Assess their knowledge of water and its role in the environment, talk about characteristics of water

Technology Knowledge: Basic knowledge of navigating the internet on the computer

Technology


Internet Resources: www.kidzone.ws/water
www.water-ed.org/kids.asp
www.njawwa.org/kidsweb/watercycle

Hardware: computers with internet access

Software: Internet Explorer
Google

Procedure

Day 1:
Go for a nature walk (weather permitting). Make observations and answer pre-activity questions in their notebooks.
As we stand here where can you see or find water?
Where is water found among the environment?
Using your hands, ho does the water feel?
Does the water make any sounds?
Place a rain gauge outside to collect the water.

Day 2:
Have the students look at the rain gauge to see if there was any water gathered.
If so have them place the water in a beeker and mark the level with a grease pencil. Then have then students place the same amount of water in another beeker with a lid and mark it with a grease pencil. Talk about what they think will happen to the water in each container and write their predictions in their notebooks. If there was no water collected then simulate an amount of water.

Day 3:
Have the students research the water cycle on the computers or in their classroom library stacks. Have them write to the following prompts in their notebooks about what they found.
What is the water cycle?
What are the stages of the water cycle?
Have the students come together and share what they found in their research.
Have the students look at the classroom beekers and make notes in their notebooks about the water levels of each.

Day 4:
Show a video called “Adventures of Little Drip”. Start a discussion with the students about the larger science terms evaporation, condensation and precipitation as they apply to the water cycle. Play the song “Water Cycle Boogie” and teach them the motions that go along with the song.
Have the students look at the classroom beekers and make notes in their notebooks about the water levels of each.

Day 5:
Divide the class into 5 small groups. Each group will represent a part of the water cycle-sun, ground water, condensation, evaporation and precipitation- have one student be the drop of water and travel to each group in the proper order to simulate the path water takes. Have the students look at the beekers. Then have them write their findings in their notebooks.
Where the predictions of how much water would evaporate close?
Where did the water from the beekers go?

Differentiated Instruction

ESL
ESL students could share some Spanish words we are using in this lesson such as water or cycle. Students could use the language program on Google to translate any unknown words or phrases.

Challenge/Extend

For students above level, have back up work available for these students. Students could expand their research on the water cycle and add an illustration to the journal.

Special Needs

Special needs students could work with other students on the computers. They could draw the water cycle instead of writing about it.