Fall 2020 Technology Integration eBook by Nicole Kendall Arrighi

T E C H N O L O GY I N T E G R AT I O N RESOURCE GUIDE

E D C I 4 1 9 0 / 5 1 9 0, F A L L 2 0 2 0

TEACHING WITHOUT EXCUSES

Purpose ..........................................................................................................5 Contributors ..............................................................................................................6 Kindergarten ..................................................................................................9 9 .....................................................................................................................9 Earth’s System - Weather .........................................................................................10 The Five Senses .......................................................................................................25 Comparing the Number of Objects ...........................................................................37 The Earth’s System ..................................................................................................49 Representing Adding & Subtracting ..........................................................................61 First Grade ...................................................................................................73 73 .................................................................................................................73 Solving Word Problems ............................................................................................74 The Differences between Basic Wants and Needs ......................................................85 Retelling Stories ......................................................................................................97 Multiculturalism in Tennessee ..................................................................................109 Second Grade .............................................................................................122 122 .............................................................................................................122 American History and Culture ................................................................................123 Culture .................................................................................................................135 Cultural Groups .....................................................................................................145 Opinion Paragraphs in the Writing Process .............................................................159 Third Grade ................................................................................................170 170 .............................................................................................................170 Words and Phrases in Text .....................................................................................171 Earth’s Place in the Universe ..................................................................................184 Multiplication and Division .....................................................................................196 Multiplication ........................................................................................................206 Fourth Grade ..............................................................................................219

219..............................................................................................................219

Ecosystems ...........................................................................................................220 Renewable and Nonrenewable Resources ..............................................................233 Fifth Grade .................................................................................................245 245 .............................................................................................................245 Fractions ...............................................................................................................246 Seventh Grade ...........................................................................................257 257 .............................................................................................................257 Elements and the Periodic Table .............................................................................258 Night: An Introduction to Genocide and Holocaust Literature through Science Fiction 269 Eighth Grade ..............................................................................................283 283 .............................................................................................................283 Force and Interactions ...........................................................................................284 Eleventh Grade ...........................................................................................299 299 .............................................................................................................299 Figurative Language and Nuance ..........................................................................300 Biodiversity and Human Impact ..............................................................................312 Twelfth Grade ............................................................................................323 323 .............................................................................................................323 Budgeting and Money Management ......................................................................324 Art ..............................................................................................................334 334 .............................................................................................................334 Art from European Regions ....................................................................................335 Music ..........................................................................................................346 346 .............................................................................................................346 Understanding Fundamentals of Choral music .........................................................347 Quad City Stomp ..................................................................................................359 Unit Media share Resources .......................................................................372

372 .............................................................................................................372

Art .......................................................................................................................373 English Language Arts ...........................................................................................375 Career Technical Education - Personal Finance ........................................................385 Math ....................................................................................................................388 Music ...................................................................................................................402 Science ................................................................................................................408 Social Studies .......................................................................................................432 Image References .......................................................................................447 447 .............................................................................................................447

Unit Development by Contributor ...............................................................451

This booklet was developed by teacher education candidates enrolled in EDCI 4190- Technology in the Schools and EDCI 5190- Technology Integration in the Instructional Settings at Tennessee State University. These students seek to provide a service to their future colleagues through their understanding of technology as a bene cial resource in todayâ&#x20AC;&#x2122;s classroom. Within our global society, digital learners seek opportunities to expand their knowledge beyond textbooks, worksheets, and other traditional resources. Technology is a familiar tool to students whether used for educational or entertainment purposes. It is likely that teachers are not as equipped with materials that incorporate technology e ectively in the curriculum. The contributors of this resource guide hope to assist other practitioners with promoting critical thinking, instructional engagement, and curricular enhancements through e ective technology integration.

The activities support Common Core/Tennessee curriculum standards, ISTE 2017 technology principles, and TSUâ&#x20AC;&#x2122;s seven knowledge, skills, and dispositions for teacher education majors. Each student packet includes the following six (6) projects: unit word cloud, a unit rationale (with links to NearPod Digital Lesson), technology-based ASSURE lesson plan, media share resources, opening unit commercial, and an ePortfolio for each contributor.

PURPOSE

CONTRIBUTORS Quinton Bolden, Apple Teacher https://qb4truth.wixsite.com/mysite Devonte Bradley, Apple Teacher https://devonterbradley.weebly.com Hailee Bryant-Roye, Apple Teacher https://educationgem.wordpress.com Allison Carmack, Apple Teacher https://carmacksclassroom.weebly.com Allen Christian, Apple Teacher https://ajmusical-instruction.webador.com Brianna Crockett, Apple Teacher https://bcrocke30.wixsite.com/crockettscrocodiles "Technology makes learning more fun. When students are engaged and having fun with their learning, that's when learning is happening. Technology is the new way of life and the way in which we experience the world." - Brianna Crockett Samuel Cummins https://www.classroomcoolclub.rocks Amina Darbashi https://amina8832.wixsite.com/darbashi-pierceclass Laura Easter, Apple Teacher https://vanessaeaster50.wixsite.com/mysite “My Passion is to make all of my future students feel welcomed, accepted, and cared for.” Amy Elder, Apple Teacher aelderart.wordpress.com Cody Elder, Apple Teacher https://codydelder.wordpress.com/ Kimberly Jolley, Apple Teacher https://mrskimberlyjolley.wordpress.com/ “We need to embrace technology to make learning more engaging. Because, when students are engaged and they are interested, that’s where learning takes place.” ~unknown

Monica Jones, Apple Teacher https://monicaejones.weebly.com/

Erica Keen, Apple Teacher keenskiddos.weebly.com Bre’Yonna Langford https://brelangford.wordpress.com/ “The classroom should be a safe, caring community where children are free to speak their mind and learn without fear or judgement.” Taryn Larkin-Warren, Apple Teacher http://tarynlarkinwarren.wixsite.com/tldubstreasures Leah Lekich https://lekichlearning.wordpress.com/ Hailey Miller, Apple Teacher https://hmillertnstate.wixsite.com/website Priscilla Norman, Apple Teacher https//:priscillanorman.weebly.com Gracie Oliver, Apple Teacher https://graciefaith98.wixsite.com/website Destiny Pennington, Apple Teacher https://destinypennington9.wixsite.com/mysite "Treat technology just like one of your students, invite it in, accept it, build a relationship with it, and most importantly, strive to nd a deeper meaning to it." Katelyn Phillips, Apple Teacher https://katelynskrew.weebly.com/ “In order to be successful, we must have a growth mindset. Technology is essential in a student's academic achievement. "We need technology in every classroom and in every student and teacher's hand, because it is the pen and paper of our time, and it is the lens in which we experience much of our world" -David Warlick Haily Schroeder, Apple Teacher https://misshailyshomeroom.weebly.com/ Bailey Settles https://baileysettles.wixsite.com/mysite Anna (Janine) Smith, Apple Teacher https://exploreela.wordpress.com

Alanta Story, Apple Teacher https://alantamarie0429.wixsite.com/mysite “When educating the minds of our youth, we must not forget to educate their hearts” — Dalai Lama”

Montavious (Ortez) Thomas, Apple Teacher https://ortezthomas.wixsite.com/poppingeducator “Technology is magical! Learn to use it, or learn to abuse it. "With great power, comes great responsibility!" -Spiderman.” Justice Way, Apple Teacher https://wayjusticeb.wixsite.com/website “Never stop learning, because life never stops teaching” -Proverb Kobie Williams, Apple Teacher https://kwilliamsrai.wixsite.com/teacherconnect “The ability to read, write, and analyze; the con dence to stand up and demand justice and equality; the quali cations and connections to get your foot in that door and take a seat at that table — all of that starts with education.” - Michelle Obama

Taylor Woodard, Apple Teacher taylorbteaches.weebly.com “Technology has become an integral role in education, but this does not mean educators will be replaced. Rather, it is a means of endless opportunities and information, and teachers can reach all students in some way through technology.”

KINDERGARTEN

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EARTHâ&#x20AC;&#x2122;S SYSTEM - WEATHER

Contributor: Hailee Bryant-Roye Sample NearPod Lesson

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In this unit, Kindergarten students will observe and analyze weather such as: precipitation, wind, temperature, and climate change. They will then utilize this information to make hypothesis and draw conclusions to describe and predict weather patterns. Students will use realistic materials and resources to predict the weather for seasons such as: spring, summer, winter and fall. Learning about the weather may be di cult if they cannot visually see the content in which the teacher is presenting. For visual learners this may be challenging as well as kinesthetic10 learners who need to move. Teachers can accommodate these students by doing fun interactive weather games based on the weather of the day. Teachers can also have weather a forecast where students go outside and observe the weather and come back in and describe the weather with weather cards. This allows students to visually see and then on the instructional side match the photo to their description, so a picture with a name. This allows students to get hands on experience. Teachers can reach students by also using technology websites or stimulation games. This gives students to see weather in di erent parts of the world and compare to their region and the di erences such as temperatures and what that tells them about a certain region whether cold or hot or etc. Weather is important for students to learn because it assists with the understanding of some events in nature that may repeat itself in their daily lives. By learning weather, they are able to get the fundamental building blocks of what they see daily and how that impacts the world. Students will participate in hands-on activities, and group work. These learning experiences will assist students as they come to understand the di erent dynamics of weather and how they experience weather in their everyday life. It is imperative that students have an understanding of weather so they are able to connect

the dots when learning about topics such as: natural disasters, weather changes, and climate change. Students will recognize that weather is necessary in our everyday lives and how it is important as our resource of life. K.ESS2: Earthâ&#x20AC;&#x2122;s Systems 1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter.

ASSURE Lesson Plan Template Temperature Hot and Cold Behold! Name: Hailee B. Roye

Subject Area(s): Science

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Grade Level: Kindergarten

Duration of Lesson: 30 minutes

General Characteristics

Analyze learners

At Ida B. Wells, it is considered inner-city school where majority of the students are below academic standards. In my kindergarten class there are twenty students, 13 girls and 7 boys all of which are African American. There are no IEPâ&#x20AC;&#x2122;s because the State of Tennessee does not require testing for students who may need it at this stage based o their age. As well as there are not EL students. All of my students are uent in English. Many of them have di culty retaining information let alone learning it. Many instances there are behavioral issues that get in the way of them learning and nishing a lesson. Majority of the students come from a broken home, where the parents work two or three jobs and rely heavily on the school for support as far transportation and meals. A lot of students live in lower income neighborhoods and cannot a ord nor get access to resources and opportunities. Since transitioning virtually many of the students and parents have been struggling with technology, signing in, and submitting work on time. For this particular lesson Students should know why

temperature and hot and cold is important. Examples of this exposure is the weather channel or experiencing di erent weathers either daily or seasonally. They also have experience with Temperature through foods and objects as well.

Curriculum Competencies To complete this lesson, students will need to know the basic concepts of temperature and how we use it for weather, food, and objects.

Technology Competencies To complete this lesson, students will need to know how to navigate a computer and how to identify hot and cold

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objects, sort object by temperature, make observations of

State &

State Standard

NETS*S

K.ESS2.1 :Analyze and interpret weather data

objectives

(precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge).

ISTE Standard 1.d. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

Behavioral Objective: Given a website called Sally the sorter students will need to be able to navigate the computer in order to sort food and objects into hot and cold categories. Then they proceed on the website to make educated guess in games to see where on the temperature line the food or object belongs. Students will also take a dive into weather speci cally hot and cold weather. In this, students will be given di erent seasons and explain what type of clothes are appropriate and why. Students can be broken up in four groups of ve and each group will be given a season. Cut-outs of clothes will be given to each group and they will have to choose the appropriate clothing and make a collage of the clothing. While presenting their season will be presented in the background on the projector. This activity proves their understanding of temperature not just of foods and everyday items but of the weather as well that they experience. Language Objective:

Key Vocabulary: Temperature, hot, cold, warm, cool,

Curriculum Materials

Select instructional

●20 crayons for student work in a group setting (student

methods,

centered)

media, and materials

●10 cut-outs for students in a group setting (studentcentered)

●20 pencils (student centered) ●20 already logged on computers with website up ●5 poster boards ●10 glue sticks Technological Materials

●Website from schoology. (2020). November 15, 2020 , https://www.schoology.com/ (student centered) •20 media devices (computers-everyone student has one for a virtual setting) with Wi-Fi/internet connection (student centered) •Computer for video (teacher centered) •Projector for video (teacher centered) •Pull-down display screen (teacher centered) •Dry erase board (teacher and student centered) •Printer with ink and paper (student centered) ♣“ S&HF: Puppets Teach Hot & Cold (Warm & Cool).” YouTube, 2 Mar. 2015, www.youtube.com/watch?

v=7MQyX4h_kac. (Student centered)

Utilize media

Preview and Prepare Materials

and materials

●Preview the Puppets Teach Hot & Cold (Warm & Cool) -- *previewed and approved* ●Preview the Schoology lesson plan of Sally the sorter --*previewed and approved* ●Preview the website for appropriate weather and temperature examples-- *previewed and approved* ●Check the printer, ink, and paper supply ●Make sure the printer is connected to the adapter cord for the computer ●Print cut-outs in total of 50 for each for each group (10 for each group) ●Make sure all crayons are in the appropriate setting and place ●Make sure all 20 pencils are sharpened and put in the right place. ●Have the video prepared on the computer ●Have the websites logged in for all computers ●Have writing utensils for dry erase board ●Make sure there are an even about of cut outs for each category. 6 cutOuts in total. ●Make sure all 50 cut outs are cut before disbursing into the group ●Make sure the sound works for the video

Prepare the Classroom

Require

After the instruction on how to use the technology,

learner

Students will log into schoology under science and click

participation

sally the sorter lesson website. Here students will organize and identify objects and food based o temperature. They will complete 10 examples on this website. Once done, students will be broken into 5 groups of 4. The groups will then be provided with a poster board, glue, pencil, crayons, cutouts , on their given season. From there the students assist each other with the appropriate attire match combo for each category. Once clothes are found and agreed upon, they will great a collage of the clothing for the season. The last portion of the lesson will be used for group presentations of the answers they presented. The students in the presenting group will display their answer

The students will be graded on their completion of the 10 matching the blanks on temperature hot and cold, the correctness of their composed answer, and their e ort to

participate within their group.

Evaluate and revise

Formative Assessment (Process): Formative assessments used in this lesson include observation of group participation and activity while composing their logical conclusion on their speci c season. Presentation is also important making sure each student understands and knows why their group may have agreed upon a certain attire. Once agreed upon each group will make a collage of the clothing they picked and present a reasoning why. Students will demonstrate understanding by using their own experience with temperature to form their own ideas and opinions about their answers and the question.

When pertaining to the website students will use prior knowledge they already know and what they used from the Sally sorter beginning stage to answer the questions provided. They will work individually on their own computer to gain comprehension of the fundamental basis of temperature. The formative assessments should be recorded on a group record sheet that will be entered into the gradebook. The students will need to be graded individually and then as a whole group. The formative assessment will take place as the group is working together to picture the appropriate attire. This includes input, collaborative work, participation and comprehension. While presenting, I expect all students to discuss or speak at least once on why they think the certain attire is for their season. Being able to put your thoughts into logical conclusions are important. I can provide my students with redirection during their quick presentation. If students still have trouble understanding the concept of temperature and how it deals into the factors of our lives, I will repeat the lesson with di erent lessons and scenarios that are more relatable or maybe even songs or activities that allows their brain to connect the concepts. If a student is not meeting the pro ciency level throughout the formative assessments, then the student either needs additional

instruction or examples or time.

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The Earth Moves This game stimulator allows students to see as the earth moves the weather and climate changes. In this game students get to explore di erent regions. Students get the chance to see the di erence in temperature, weather changes, and the di erence in regions as well. The game showcases temperature, humidity, symbols, vocabulary and more. As well as a map so students can visually see and connect what place they are looking at. This game pushes students to truly critically think and encourages retainment. This game brings together everything they have learned about weather and expands it to regions and di erent locations. K.ESS2: Earthâ&#x20AC;&#x2122;s Systems (2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter. The game uses models such as symbols, vocabulary, temperature, weather for students to predict the weather and use it correlate with the seasons. Urban Programs (2020). The Earth Moves. [Website] Retrieved on September 8, 2020 from https:// web.extension.illinois.edu/kalani/ Kid Weather Kid weather app is for young children to comprehend weather better. The app itself was created by a sixyear-old boy whose dad happened to be a meteorologist. The dad wanted his son engaged in weather, but in a fun and interactive way. This app is packed with real time weather conditions, forecast, science, fun facts, and some interactive and engaging games. Students are able to dress their avatar based on the weather as well as animals too. The app also includes STEM stimulated activities. For students who are so young and who are so tech savvy with technology this is a great resource to utilize when giving their technology time. It allows to tour and explore the app and what it has to o er as well as allows them to take control of their learning. The app also heightens the studentâ&#x20AC;&#x2122;s vocabulary awareness such as Fahrenheit and Celsius. As well as introduces weather and map symbols when discussing di erent regions and climate. The app as a whole is a wonderful way for students to be hands on, strengthen their vocabulary and be exposed to di erent components of weather in a fun critical thinking way. K.ESS2: Earthâ&#x20AC;&#x2122;s Systems (1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). This game allows students to pick clothing, and

appropriate gear based on the weather and characteristics they are given through the game. Students

Media Share Resources

and its weather and what it produces and means for the daily weather Berk, Justin. (May 19, 2013). Kid Weather App. [iTunes App, Google Play, Amazon Cost: $1.99] Retrieved on September 8, 2020 https://www.kidweatherapp.com/#:~: Season and Weather Season and Weather is a science educational app that is geared towards teaching young children the di erence between seasons and other weather facts. This app is made by PBS and a large portion of this app encourages and engages children of all ages and all academic performance to learn new things about the weather and its elements. The app has three levels beginner, intermediate and advanced. Each level is based o the knowledge and understanding of the child. This allows students, teachers and parents to see the growth in their child as they are learning about the lesson and the materials provided. This game does not penalize for wrong answer yet just Reloop’s until the student has succeeded. The app eases students into dressing for seasons as well managing calendar education as well. No reading skills are required and it allows student to learn at their own pace. K.ESS2: Earth’s Systems 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter. The season song gives clues and characteristics that allow students to predict and identify the patterns they see in each seasons. This game utilizes di erent models, symbols, and tools for students to advance to the next level and build on to the level of knowledge they know about weather and what presides in each seasons. PBS (June 20, 2011) Seasons and Weather. [iTunes App, Google Play, Amazon Cost: Free] Retrieved on September 8, 2020 from https://apps.apple.com/us/app/seasons-weather-wonderwood/ id1419485022 Season Song Weather is broken down into many di erent compartments and segments. With this in mind it is essential to utilize the rst 15 minutes of my students functioning and focused time to instill in the information I want them to learn. Songs of seasons allow them to see the add on from the weather song. It allows them to see the di erent weather options within each season. It describes the activities, as well as use adjectives, and characteristics of each seasons. The video is repetitive but that’s good because we learn when something is repeated it is easier to remember. I want students to not only have a foundation but see how each compartment of weather builds upon. So, for example winter is cold, but with winter we associate snowmen, snow, snow angles, scarves and more. We start with the basics and then analyze and connect on a wider scale. This makes it easier to connect and relate it to their everyday experience with weather. K.ESS2: Earth’s Systems 2) Develop and use models to predict weather and identify patterns in spring,

summer, autumn, and winter. The season song gives clues and characteristics that allow students to

analyze and interpret the weather in order to relate their knowledge of what they know about the season

see the patterns in fall, spring, autumn and summer, which makes it easier to identify and predict. Have Fun Teaching.(May 18, 2015). Seasons Song [YouTube Video]. Retrieved on September 8, 2020 from https://www.youtube.com/watch?v=8ZjpI6fgYSY

Weather Games This website is a game stimulator where students match the weather symbol with the name. In this case I would pull up the game on a projector and ask the students to tell me what each symbol represented (K.ESS2: Earthâ&#x20AC;&#x2122;s Systems 1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). This includes rain, snow, sun, tornado, wind, cold, and more. By sharing and starting with the two song videos about seasons and weather. This will be a review. Students will not only learn about weather using symbols but it also introduces them into symbols which they will see on our morning calendar, on the news, and maybe even Television. Teachers will be amazed by this website and how it integrates reality and the attention of students about weather a science K.ESS2: Earthâ&#x20AC;&#x2122;s Systems (1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). This game is challenging and allows students to use temperature which then allows them to analyze and interpret the weather and predict what it may be. Learning Games for Kids (2013). Weather Games. [Website]. Retrieved on September 8, 2020.

From https://www.learninggamesforkids.com/weather-games.html

predict and identify the patterns they see in each seasons. It is also repetitive which allows students to

Weather Song The weather song is a great way for emerging learners such as kindergarten to get familiar with the of weather. Songs and videos are very catchy for young learners for they are strengthen and bringing awareness to those motor skills they are developing. The video includes not only visuals, but it includes the e ect of weather such as rain, tornadoes, thunderstorms, hurricanes and more. The video also breaks down the climate in di erent regions. This could be used when asking the students what temperature or weather they typically see on the daily basis. This is good for an introduction of weather and a way for them to get excited and engaged. At the end of the song for a review the teacher can ask students questions about what they saw, heard or remembered and then connect the dots to get them critically thinking about weather. K.ESS2: Earthâ&#x20AC;&#x2122;s Systems (1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). This standard speci cally using simple graphs, pictorial weather symbols ties in with the video for it is building o of temperature and showing and introducing symbols for each di erent weather topic. Have Fun Teaching.(June 9, 2015). Weather Song [YouTube Video]. Retrieved on September 8, 2020 from

www.youtube.com/watch?v=e5UTaPV-DIg.

THE FIVE SENSES

Contributor: Laura Easter Sample NearPod Lesson In this unit, kindergarten students will learn the ve senses that every human being uses to understand the world. Learning about the ve senses may be di cult for the students to grasp at rst because it is an abstract concept for them to learn. It may also be hard for the students to understand how to describe their ve senses because they are very young, which means most of them don’t know a lot of the vocabulary words, their meaning, or how they are used in a sentence. During this unit, the students will expand their vocabulary knowledge related to their ve senses through visualizations and interactive web games. The students will be exposed to sensory learning to understand the functions of the ve senses in real-life experiences. Learning the ve senses is particularly important because it is how young children interact and experiences their surrounds. The students will participate in various hands-on activities when exploring their ve senses, such as taste testing and smelling experiments. The students will demonstrate their learning by drawing, matching, and asking or answering questions about their ve senses using speci c vocabulary words and writing skills. It is crucial that the students understand the functions of their ve senses to be able to express and understand how they are feeling, what they like and don’t like, as well as what makes them safe or uncomfortable so that the adults in their lives can understand them or help them accordingly. Tennessee State Standards K.W. RBPK.8 - Represent learning through drawing and dictation. K.FL.SC.6e/K.FL.VA.7c – Ask and answer questions about key vocabulary in My Five Senses.

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K.FL.VA.7a-i – Interpret expressions in My Five Senses and link them to sensory experiences.

K.FL.SC.6g – Experiment with answering a prompt by completing a sentence frame. K.FL.VA.7b-i – Generate and apply sensory adjectives for taste, smell, touch, see, and hear to real-life situations.

ASSURE Lesson Plan: The Five Senses

Grade Level: Kindergarten

Duration of Lesson: 30-45 minutes

Subject Area(s): Science

Name: Laura Easter

Characteristics of the Learners

Analyze learners

There is a total of 16 students in my kindergarten class at Jack Anderson Elementary School. There are eight girls and eight boys in my class this year. Most of my students are six years old, but I do have a few that are ve years old. There is only one English language learner in my kindergartener class this year. This student is considered an intermediate level as she speaks uent Spanish but can understand English and can also speak in English. With support and guidance from the teacher, the students can complete all assignments given to her. The student also attends ESL class every day for 30 minutes, which has assisted her in her English conversational skills while speaking to me and her classmates. As a result of Wit-and-Wisdom, the students have been learning about the Five Senses for the past couple of months. The students have performed a couple hands on activities with taste, smelling, and touching. The students have had the opportunity to taste di erent foods and discussed with their peers’ which avor or food was their favorite and which was their least favorite. We have also been reading and looking at a class set of My Five Senses book during our Wit-and-Wisdom lesson every day. There are no students who have IEPs or 504 plans in our class this year, but we do have a couple of students who struggle with following directions and staying on task. For these students I will most likely have to repeat my instructions to them, so they understand what they need to be doing during the lesson, as well as work one on one with them to keep them on task. For my ELL I will have to assist her throughout the lesson, so she is able to complete the assignment. I will be walking around the classroom to be available to assist any of the students as needed. Many of my students in my classroom come from middle and high socioeconomically family backgrounds. There may be two or three students whose family background situations may in uence the child’s academic performance. We have established how we help these students during the school day and make sure they are provided with the same opportunities to learn and feel cared for as everyone else. We make sure to reach out to all our students’ parents and guardians, but we especially try to speak with the parents and guardians of the children who we can tell need extra support. We make sure that the parents/guardians know what their children are learning in school by sending their kids’ work home for them to see. For this lesson students must be able to navigate through the provided website on the computer, or app in the classroom iPad on their own. My students are already comfortable working with computers and iPads because they work with Math and ELA apps and websites on their own during their rotating stations every day during their

technology rotations.

State &

State Standard

NETS*S

K. FL.SC.6e/K.FL.VA.7c â&#x20AC;&#x201C; Ask and answer questions about key vocabulary in My Five

objectives

Senses. ISTE Standard 1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Behavioral Standard Given a website, the students in my Kindergarten classroom will match the Five Senses to its correct characteristic traits shown. The students should get at least 8 out of the 10 questions correct to demonstrate their understanding of the vocabulary terms and standards. Language Objective Key vocabulary: sweet, stinky, salty, sour, soft, smooth, loud, quiet Academic Language Functions Students will express their understanding by using descriptive words to explain which of the Five Senses is being used. The students will then use their knowledge to complete the activity within the website. Once students are complete with the activity, they will write a complete sentence describing one thing they like using the Five Senses using a sentence frame.

The vocabulary terms will be introduced to the students in the beginning of the lesson, as well as visual representations will be available to them. This will encourage the students to understand the vocabulary words properly, which they will encounter in the website activity. The students will watch a video that introduces the ve senses and

its characteristics in a catchy tune for them to learn as a resource.

instructional

•16 handouts for each student in a whole class setting (student centered)

methods, media, and

•16 pencils (student centered)

materials

Technological Materials •5 Senses video from Cocomelon- Nursery Rhymes. (2017). Five Senses Song: CoComelon Nursery Rhymes & Kids Songs. [YouTube Video]. Retrieved September 1, 2020 from https://youtu.be/j4XZ8Oojt-w. (teacher and student centered) •Website from ABCya. (2020). Five Senses Game. [Website]. Retrieved September 1, 2020 from https://www.abcya.com/games/ ve_senses#:~:text=The%20Five%20Senses%20is%20an%20educational%20activity %20for,then%20be%20assessed%20through%20a%20multiple%20choice%20activity. (student centered) •16 media devices (tablets, iPads) with Wi-Fi/internet connection (student centered) •Computer access for the YouTube video (teacher centered) •Projector that connects to the computer and teacher tablet (teacher centered) •Pull-down display screen (teacher centered)

•Dry erase board (teacher and student centered)

Curriculum Materials

Select

Utilize media

Preview and Prepare Materials

and materials

•Preview the 5 Sense Song Video-- *previewed and approved* •Preview the website of the 5 Senses-- *reviewed and approved* •Print 16 handouts for each student •Have the video prepare on the computer •Check the function of the overhead projector •Check the tablets’ internet connection •Have writing utensils for dry erase board •Have the website prepare on the tablets

Prepare the Classroom •Turn the lights o for the projector •Pull-down display screen •Turn the projector and connect it to the computer

Prepare the Learner •Introduce the lesson by displaying the video to the students •Display the website on the projector •Model for students how to navigate the website •Model for students how to hear the words and sentences •Project the 5 Sense handout •Model for the students what is expected of them with the handout •Complete the 5 Senses handouts as a class •Students will access the website with their tablets and complete the provided activity

and quiz

Require

After modeling how students will navigate and use the website. The teacher will hand

learner

out the tablets to each student. Each tablet should have the website already pulled up.

participation

The students will then begin looking at the listening and visual activity provided by the website. The students will listen and follow all the instructions and will complete the quiz like activity that asks them to match the characteristics to each of the 5 Senses. The students will be graded based on the completed 8 out of 10 correct responses from the website activity. If any of the students is demonstrating signs that they do not understand the objective (matching the correct characteristics to its proper 5 Senses), have one of the above grade level students to help those students. If peer tutoring is not enough for theses students, work with them one-on-one or small group and complete activities that reinforce the objective. Formative Assessment

Evaluate and revise

The formative assessments used in this lesson include observation of whole class participation while the students complete the activity on the website. The students will demonstrate their understanding of the 5 Senses by getting 8 out of 10 questions and responses correctly. The formative assessment should be recorded on a teacher notebook where I will be writing anecdotal notes to make sure the students are following my instructions and are staying on task. As I walk around the students, I will be providing guidance support for the students who need it or ask it of me. If half of the class is confused on the objectives, then I will have the students pause and stop working on the website and re-explain to them what it is they should be doing. I will provide an example for them to follow along just like I did during my instruction.

Summative Assessment The summative assessment will be the completed quiz at the end of the activity from the website. The students should get 8 out of 10 questions correct to show their understanding of the objectives. The students will receive an induvial grade for working independently on the activity as well as how well they were able to navigate through the website to complete all of the activities. The studentsâ&#x20AC;&#x2122; completed quiz will document the studentsâ&#x20AC;&#x2122; ability to Ask and answer questions about key vocabulary in My Five Senses (TN K. FL.SC.6e/K.FL.VA.) and their ability to use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety

of ways (ISTE 1.c).

Teacher Name: Ms. Easter

Student Name: ________________________________________ CATEGORY 4 Quality of Work Provides work of Provides high

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usually needs to be

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checked/redone by

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others to ensure

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for and suggests

suggested by

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solve problems or

solutions to

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willing to try out

help others solve

problems.

solutions suggested by

problems. Let’s

Never is publicly Rarely is publicly

others. others do the work. Occasionally is publicly Often is publicly

critical of the

critical of the project or critical of the

project or the

project or the work the work of other

project or the work

work of others.

of others. Often

members of the group.

of other members

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has a positive

Usually has a positive

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positive attitude

attitude about the

has a negative

about the

task(s).

attitude about the

Problem-solving Actively looks

quality work.

Focus on the

task(s). Consistently

Focuses on the task Focuses on the task

task(s). Rarely focuses on

task

stays focused on

and what needs to

and what needs to be

the task and what

the task and

be done most of

done some of the time.

needs to be done.

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the highest

Collaborative Work Skills: 5 Senses Website Activity

work.

Five Senses This abcya.com website titled “Five Sense” is a good way to assess the students on their knowledge of each of the ve sense. This can be used during the computer/technology center where the students will listen to and pay close attention to the description of the ve senses and answer speci c questions the program asks them. For example, the program will ask aloud, “What sense would you use to tell if the garbage is stinky?” and the students will click at the picture of an eye, a nose, a mouth/tongue, an ear, or a hand that represents all ve sense. The program will let the students know whether they picked the correct sense or not and they will have the chance to correct their choice until they pick the correct one. The program will allow the students to practice hearing the de nition of the ve sense or practice their knowledge of using their ve sense in real life scenarios. ABCya. (2020). Five Senses Game. [Website]. Retrieved September 1, 2020 from https:// www.abcya.com/games/ ve_senses#:~:text=The%20Five%20Senses%20is%20an%20educational%20activity%20for,then%20be %20assessed%20through%20a%20multiple%20choice%20activity. Standard: K.W.RBPK.8 – Express understanding of the function and purpose of the ve senses. Five Senses Song: CoComelon Nursery Rhymes & Kids Songs Five Senses Song: CoComelon Nursery Rhymes & Kids Songs is about a little boy who likes to explore the world with his ve senses: sight, smell, tough, hearing, and taste. The video o ers great visualization that will intrigue the students, as well as a supper catchy Five Senses song that they can sing along to. This is a great resource for teachers to use to teach children their Five Senses. The students will enjoy singing the song and viewing the video so much that it will seem like they are just playing a game! Cocomelon’s main goal is to help make learning a fun and enjoyable experiences for kids by designing beautiful 3D animation, educational lyrics, and toe-tapping music. This video will for sure make the kids smile, dance, sing, and play along with the little boy in the video while they both explore the world around them with their ve senses. cocomelon- Nursery Rhymes. (2017). Five Senses Song: CoComelon Nursery Rhymes & Kids Songs. [YouTube Video]. Retrieved September 1, 2020 from https://youtu.be/j4XZ8Oojt-w.

Standard:

Media Share Resources

Introducing the Five Senses Introducing the Five Senses is a fun and easy way for young students to practice their knowledge of their ve senses. This interactive app allows the students to work independently while they choose the image of a body part that belongs to one of the ve senses. The app o ers the young students the option to hear each of the ve senses to be able to match the correct body part to it. We use our Five Senses to interact and understand the world around us from a young age. It is especially important to learn what each of our senses are and how they function when we are still young to be able to comprehend our surroundings once we get older. The sooner children are exposed to this unit, the better they can understand themselves and the world around them as they grow up. Once students fully understand their ve sense and their function, they will be able to communicate their likes and dislikes, their feelings and thoughts, and their goals and fears in life. The students should also be capable of interacting with their peers more con dently and be able to create relationships based on their likes and dislikes. This app is compatible with any Android device or Amazon Kindle book. Carson-Dellosa Publishing (November 26, 2014). Introducing the Five Sense. [Amazon Appstore, Cost: $2.99 or 299 amazon coins]. Retrieved on August 31, 2020 from https://a.co/d/5Lyl8Fy. Standards: K.Ri.KID.2/K.W.TTP.2/K.W.RPBK.8/K.W.PDW.4 – Provide examples of how the ve sense help us learn about the world. K.FL.SC.6G/K.RI.KID.1/K.W.RPBK.8 – Experiment with using text evidence to identify which sense the boy is using in My Five Senses. My Five Senses – (Read Aloud)

K.Ri.KID.2/K.W.TTP.2/K.W.RPBK.8/K.W.PDW.4 – Provide examples of how the ve sense help us learn about the world.

stemhax. (2019). My Five Senses - (Read Aloud). [YouTube Video]. Retrieved September 1, 2020 from https:// youtu.be/8FW2jQqweOg. Standards: K.W. RBPK.8 - Represent learning through drawing and dictation. K.FL.SC.6g – Experiment with answering a prompt by completing a sentence frame. K.RI.KID.2 – Use the pictures and language in My Five Senses to determine the text’s essential meaning. Teach Kids the Five Senses with these 20 Free and Fun Ideas This weareteachers.com website titled “Teach Kids the Five Senses with these 20 Free and Fun Ideas” is a perfect tool for all teachers to use during their Five Senses unit. This website o ers great ideas to try with students for each of the ve senses. Students will enjoy using their sense of smell by guring out what it is they are smelling without looking at the items. The teacher can choose to use jellybeans or apples to allow the students the chance to explore their sense of taste as well as what avors they like and what avors they hate. For the sense of touch lesson, the kids will get the opportunity to feel di erent kinds of materials and will be task with describing how that item feels to them. This website provides speci c sensory ideas and materials easily accessible for teachers to use to get students excited about this unit in the classroom. WeAreTeachers. (2020). Teach Kids the Five Senses with these 20 Free and Fun Ideas. [Website]. Retrieved on September 1, 2020 from https://www.weareteachers.com/ ve-senses-activities/. Standards: K.FL.SC.6g/K.FL.VA.7b-iii – Generate and apply sensory adjectives for taste, smell, touch, sight, and hearing to real-life situations. K.FL.VA.7a-i – Interpret expressions in My Five Senses and link them to sensory experiences.

K.W.RBPK.8 – Express understanding of the function and purpose of the ve senses.

good resource that teachers can use for their literacy station, where the students will listen to the book being read aloud and follow along with their own copy of the book. The teacher can assess the students’ knowledge of the ve senses, as well as the book by giving them a writing prompt where they must respond to 3-5 questions. The students will be able to complete this literacy task independently in the classroom’s reading tower because they have been exposed to similar tasks with di erent books during literacy center.

W5GO Healthy Kids allows students to explore and participate in discovering the ve senses as they progress from one level to the next. Featuring interactive games, this app encourages the students to explore the ve senses of sight, touch, taste, smell, and hearing through interacting games. Each student will get the opportunity to create their own characters and customize them however they like. The students will be allowed to go their own pace while they explore and play each game. Each level will challenge the students’ knowledge of each of the ve senses with exciting rewards for each level completed. The teacher will be able to view where the students’ progression rate is and if they are ready to move on from this unit. This app is compatible with android devices 4.5 and up. QiiQ Communications Inc. (December 12, 2019). W5GO Healthy Kids. [Google Play Appstore, Cost: Free]. Retrieved on March 31, 2020 from https://play.google.com/store/apps/details? id=com.w5goHealthSeason.Ecocarrier&hl=en. Standard:

K.Ri.KID.2/K.W.TTP.2/K.W.RPBK.8/K.W.PDW.4 – Provide examples of how the ve sense help us learn about the world.

W5GO Healthy Kids

C OMPARIN G THE NUMBER OF OBJECTS

Contributor: Monica Jones Sample NearPod Lesson In this unit, kindergarten students will be learning how to compare the number of objects in two di erent groups and determine if one group is greater than, less than, or equal to. The academic vocabulary and new mathematical signs may be confusing to the students because they may have never heard these terms. Although they have had exposure to comparing objects in a group and matching items with similar items. As kindergartners, it is likely that they know the words and de nitions of more or less when comparing amounts , so I will make sure they understand the meaning of the new words as well as the new signs (<, >, =). Students will have learning experiences that include group discussions, activities on the SmartBoard, working in pairs, using math manipulatives, watching YouTube videos, and learning new dances and songs. The many di erent activities within this unit should meet all students needs because of the diversi cation and will allow them to demonstrate their understanding of the comparing amounts and determining which group(s) have more or less. The concept of determining more and less or equal to is a skill that students will need, not only throughout their academic career, but also as a lifelong skill. In everyday life, these concepts are needed in determining decisions that may have to be made in both personal and business aspects of oneâ&#x20AC;&#x2122;s life. Therefore, being able to identify whether the number of objects in groups are greater than, less than, or equal to is an important skill to master to ensure a studentâ&#x20AC;&#x2122;s success in their careers as a student as well as a member of society. This is the standard that I will be working on for this unit is:

â&#x20AC;¨

TN State Standard: K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.

ASSURE Lesson Plan Template Greater Than, Less Than, Equal To Name: Monica Jones Duration of Lesson: 45 minutes Analyze learners

Subject Area(s): Math Grade Level: Kindergarten

This kindergarten classroom at H.B. Williams Elementary School is made up of sixteen students. There are six males and ten females, that include one Hispanic student and fteen Caucasian students. These students are all ve and six-years old and are all pro cient in the English language, so we do not have any EL learners currently. There are no students in the class that have IEP’s or 504’s but there are some lower level students who have been identi ed when creating RTI groups, and these students may need extra support during the lesson at hand. More than half of the children in this class attended daycare or preschool before enrolling in their kindergarten class, so they were already familiar with a classroom type environment. Many di erent math concepts have already been introduced this school year and most students have mastered counting to twenty and other mathematical concepts, based on the math assessments that have been administered. Students can recognize if there are more or less of something when looking at groups of objects, but they have just recently been introduced to the terms greater than, less than, and equal to. They have also just learned the symbols that are used when comparing amounts and numbers and what they look like and their meanings. Technology Competencies

To complete this lesson, students will need to know how to navigate an iPad and control opening of apps and the volume settings.

State Standard

State & NETS*S objectives

TN State Standard: K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. ISTE Standard Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences. Behavioral Objective Given the use of math manipulatives, iPads, and videos the learners will be able to watch videos, learn dance moves that connect to new academic vocabulary, participate in a math game as a class, and work in groups at math stations that include manipulatives in order to demonstrate their ability to identify whether the number of objects in a group are greater than, less than, and equal to objects in another group. Language Objective: Key vocabulary: more, less, greater than, less than, equal to, compare, symbols (<,>,=). To express understanding of the concept, students will use the key vocabulary and symbols when participating in whole class discussions and working in groups to complete problems comparing groups of objects. The groups of students will then use their knowledge to explain how they determined which group had more using the new vocabulary words with guidance from teacher.

The vocabulary terms will be introduced at the beginning of the lesson and written on the whiteboard for the remainder of the lesson. The students will then watch a video from BrainpopJr.com and we will discuss the new vocabulary words and mathematical symbols as a whole group. The teacher will model the use of vocabulary by reading the math problems using the key vocabulary and symbols and will have the students repeat the sentences to ensure better understanding.

Curriculum Materials

Select instructional methods, media,

●Math Manipulatives (student centered) ●Scratch paper for student work in a group setting (student centered)

and materials

●Pencils (student centered) Technological Materials ●Vocabulary Terms Video BrainPopJr. (2020). Comparing Numbers. [jrbrainpop.com]. Retrieved on September 2, 2020 from https://jr.brainpop.com/math/ numbersense/comparingnumbers/ (student centered) ●Video Blazer Fresh. (2019). Hollabaloo: Greater Than, Less Than, Equal To. [GoNoodle.com video]. Retrieved from GoNoodle on September 2, 2020 from https:// family.gonoodle.com/activities/hollabaloo-greater-thanless-than-equal-to (student centered) ●Video Jack Hartman Kids Music Channel. (2017). Mr. Alligator Can Chomp. [YouTube video]. Retrieved from YouTube from https://youtu.be/xGvrG6049wE ●Mobile App/Game Math Brix. (2018). Comparison Games (Greater Than, Less Than, Equal). [Price: $16.00 per year, 6 month free trial]. Retrieved on September 2, 2020 from https://www.mathbrix.com/skills/ comparison ●5 media devices (iPads) with Wi-Fi/internet connection (student centered) ●Laptop for video (teacher centered) ●ELMO to display video (teacher centered) ●ELMO pen for students to answer questions at the board (teacher and student centered) ●Pull-down display screen (teacher centered) ●Dry erase board and markers (teacher and student centered)

***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment***

Preview and Prepare Materials

Utilize media and materials

●Preview the BrainpopJr. Video-- *previewed and approved* ●Preview the Blazer Fresh Video-- *previewed and approved* ●Preview the Jack Hartman Video-- *previewed and approved* ●Have the videos prepared on the laptop ●Check for properly working ELMO ●Check for connection of laptop and ELMO ●Have writing utensils for dry erase board ●Make sure all iPads are charged ●Have the mobile app/game prepared on the iPads Prepare the Classroom ●Turn the lights o for the projector. ●Pull-down display screen ●Turn the projector and ELMO on Prepare the Learner ●Introduce the lesson and vocabulary terms by referring to the video provided (BrainPopJr). ●Write the vocabulary terms and mathematical symbols for student use during the lesson. ●Present the Mobile App/Game provided (MathBrix) ●Model for students how to utilize the Mobile App/ Game and how to enter an answer. ●Complete 3 problems on MathBrix as a class and direct the students on how to enter their answers and how their scores will be kept. ●Students will divide into 5 groups at one of the 5 tables that have math manipulatives and charged iPads at each one

●Group of students will create their own math comparison problems with the manipulatives

Require learner participation

After the instruction on how to use the technology, students will be broken into 5 groups (3 groups of 4 and 2 groups of 3). The groups will then be provided with a pencil, scrap paper, math manipulatives, and an iPad. From there the students will be instructed to work with their group members to create comparison problems using the math manipulatives (teacher will model creating a problem to use as an example). The students will be asked to create three comparison problems for each group. Once they are created, students will be instructed to move to another table, remaining in their same groups, and will solve the problems as a group. The teacher will go around and check the answers for each table. Once the answers have been checked, the groups of students will return to their original tables and will log into their iPads and pull up the MathBrix app that has already been loaded onto their iPads. The group of students will then compete in a game comparing groups of objects using the symbols >,<,=. Students will take turns with the iPad and will be able to follow along as the scores and problems will be displayed on the ELMO screen. Students will be called up using equity sticks to tell the answer and how they came up with the answer. Once the game is complete, the winning team will be given a special chant by the entire class. The last portion of the lesson will be connecting the new vocabulary and mathematical symbols with music and body movements by participating in the song and dance that will be displayed on the board from Blazer Fresh. The students will be graded on their creation and ability to solve comparison problems with math manipulatives, getting 8 out of 10 problems on the app correct, and their e ort to participate within their group.

If a student is showing signs that they do not understand the objective (comparing groups of objects to determine which group has more), ask one of the group members who is pro cient to explain the concept to the student with additional instruction or examples of what to do. If peer tutoring does not work, provide the student with examples and instruction from the mobile app/game, the Jack Hartman video, or provide a worksheet for practice. If the student still does not understand, have the student sit with teacher during RTI for some extra practice.

Evaluate and revise

Formative Assessment Formative assessments used in this lesson include observation of group participation while composing comparison problems using the math manipulatives, completion of solving the comparison problems, and completing the game in the MathBrix app. Students will demonstrate understanding by working together to form and answer the problems using the manipulatives and also working together to correctly answer at least 8 out of the 10 problems in the app. The formative assessments will be recorded on a group tally sheet that will be entered into the gradebook later. The students will be graded individually and as a whole group. The formative assessment will take place as the group is working together to create comparison problems, complete the 8 out of10 problems correctly on the app, and as they are presenting their answers during the game. I expect all students to participate and collaborate within their group and put forth e ort in completing the problems. I will provide the students with verbal feedback during their group work and while they are playing the game with encouraging words and/or appropriate constructive criticism. If the objective is not being met by a large percentage of the class, then the lesson should be stopped and explained in a di erent way. If a student is not meeting the pro ciency level throughout the formative assessments, then the student needs additional instruction or may need to work alone rather than with a group if he/she is not willing to participate.

Summative Assessment The summative assessment will be the combination of the group’s e ort and correctness of their comparison problems, the completion of at least 8 out of the 10 practice problems correctly, and the creation of the comparison problems using the manipulatives. The students will receive a grade for their e ort within their group and their completion and correctness of the problems on the Mathbrix game. The student’s work on the app will document the student’s ability to identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (TN State Standard: K.CC.C.6) and that students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences (ITSE Standard – Empowered Learner). It will also document the student’s ability to operate an iPad and operate a game within the MathBrix mobile app.

ABCya! Games ABCya! Games is a mobile app that has many di erent games based on grade-level, subject, and content. The speci c games on the app that connect well with the lesson on comparing groups of items are Number Values, Jr., Comparing Number Values and Fizz Bugs-Counting, Sorting, and Comparing, Math Man Jr., and Molly’s More or Less Quest. This would allow for the students to practice their understanding of using the new symbols they are learning, as well as being able to look at items and determine which group has more and which group has less, or if the groups have the exact same amounts. I also like the fact that ABCya o ers several di erent games that connect with the standard, therefore students will be able to choose the one they connect with the most; for example Jr.’s Racecar or Molly the Unicorn. These games will compliment my lesson on standard, TN State Standard: K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. ABCya.com LLC. (2019) ABCya! Games [Cost: Free, Premium Upgrade Available]. Retrieved from Google Play Store on September 2, 2020 from https://www.abcya.com/games/ comparing_number_values_jr Brainpop Brainpop.com is a great source for educators in all subjects, but I feel the games and videos o ered on their website relating to inequalities for kindergarten students will be useful when teaching a lesson on comparing groups of items. I have seen Brainpop used in my kindergarten class, so I know they are already familiar with the Moby videos that are presented on the site. The page on inequalities has many resources, such as connecting to standards, lesson ideas, videos, academic vocabulary, and even help in creating assessments. This site explains how more and less can also be compared using the words/ phrases, “greater than, less than, and equal to”, as well as does a nice job of introducing the signs to young students. This website compliments the core standard: TN State Standard: K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. BrainPOP. (2020). Inequalities. [brainpop.com]. Retrieved on September 2, 2020 from https://www.brainpop.com/math/algebra/inequalities/. Education.com

The Education.com website titled More, Less, or Equal: Comparing Quantities, will be a helpful website when teaching a lesson on comparing to kindergarten students. The learning objectives listed align perfectly with the standards and outcomes that I am looking to teach and relay to the class. There are several

Media Share Resources

Education.com. (2015). More, Less, or Equal: Comparing Quantities. [education.com]. Retrieved on September 2, 2020 from https://www.education.com/lesson-plan/more- less-or-equal/. Hollabaloo by Blazer Fresh from GoNoodle GoNoodle is a great resource for videos, songs, and dances to use in the classroom. This video from Hollabaloo is a catchy, upbeat song that uses hand gestures to relate to greater than, less than, and equal to academic signs. I will be introducing the new signs to the students and I feel by showing this video and allowing the kids to get up and move, while connecting hand motions to the new signs is a great way to get students ready to learn, as well as connecting the new information in their brains. This will make it easier for them to grasp the concept and almost “freeze” the ideas inside their brains. This video connects with the standard being taught, which is TN State Standard: K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Blazer Fresh. (2019). Hollabaloo: Greater Than, Less Than, Equal To. [GoNoodle.com video]. Retrieved from GoNoodle on September 2, 2020 from https:// family.gonoodle.com/activities/hollabaloo-greater-than-less-than-equal-to Jack Hartmann: Mr. Alligator Can Chomp

Jack Hartmann’s Mr. Alligator Can Chomp would be a great addition to the lesson on comparing items in groups and determining which group is greater/less than, because Mr. Jack’s videos are used often in this kindergarten class, and the students love him. I think by using this video to introduce comparing numbers to determine which is more and which is less, this will be a great way for them to connect back to when I introduce the three signs we will be using (<, >, =). This video also uses an alligator puppet to show that he “chomps” the bigger number when he is in between two numbers. The video also connects the alligator’s mouth to an equal sign if the numbers are the same. Therefore, this source will compliment the lesson and will connect well to the standard I will be teaching, TN State Standard: K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.

di erent worksheets and games that the website shares that I feel would keep students engaged and excited about the new concept. There are also links to online videos and games on the site, as well. The focus of the page is to help students compare objects in two di erent groups and use the speci c academic language, “greater than, less than, and equal to” when comparing. This website compliments the core standard: TN State Standard: K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group that I will be teaching.

Math BRIX Math BRIX is an adaptive learning platform that is available to teachers or students that has games that connect to Common Core Standards. This platform can be purchased and the interactive games can be displayed on a SmartBoard inside the classroom. I feel that the Comparison Games on the platform will be a great tool to help students strengthen their comprehension of di erent amounts in di erent groups, as well as practice of using the signs and symbols. This platform and the games within will connect well with the standard of the lesson, TN State Standard: K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.

Math Brix. (2018). Comparison Games (Greater Than, Less Than, Equal). [Price: $16.00 per year, 6 month free trial]. Retrieved on September 2, 2020 from https://www.mathbrix.com/skills/comparison

Jack Hartman Kids Music Channel. (2017). Mr. Alligator Can Chomp. [YouTube video]. Retrieved from YouTube from https://youtu.be/xGvrG6049wE

THE EARTH’S SYSTEM

Credits: NASA

Contributor: Erica Keen Sample NearPod Lesson In this unit, kindergarten students will be learning about Earth’s Systems. Students may not understand that the earth has weather patterns or that the weather can be predicted. Students will watch weather videos to help the visual learners learn the di erent types of weather tools and learn the seasons. Students will use hands-on activities such as using real life weather tools, to help deepen their knowledge and become familiar with using these tools. These activities aim to help students learn by doing and seeing. Students will have the opportunity to use weather tools to help deepen their learning. Knowledge about the weather patterns, weather graphs/symbols, and models is important for students to know because it teaches them how to predict the weather as well as know how to use weather tools. Once students can interpret weather data, they will be able to recognize weather patterns each year. Students will learn the di erent seasons Earth has as they realize it only snows and is cold at a certain part of the

year.

Studying and understanding Earth’s systems is a learning expectation covered under the Tennessee State Standards for Science. K.ESS2: Earth’s Systems 1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter.

ASSURE Lesson Plan Template

Duration of Lesson: 45 minutes to an hour

Subject Area(s): Science Grade Level: Kindergarten

Name: Erica Keen

In the kindergarten class at Howard Elementary School, there are twenty-one studentswhich include eleven females and twelve males. The students range from Caucasian, African American, and Hispanic and are between the ages of ve and six. There are not any students in the class with IEPâ&#x20AC;&#x2122;s. There are two English Language Learners and spend time outside of the classroom with a speech therapist. The remaining students are uent with the English Language. There are two students who need extra help in the classroom due to being way below grade level. There are four students that get pulled out during ELA learning stations to work on catching up to grade level. For example, two students get extra help during this time learning to write their name. One student gets pulled out for Progress Monitoring on letter sound recognition. The school is prek-5th grade and has a lot of low-income families. Howard Elementary is predominantly Caucasian, but has a mixed population ranging from African American, Hispanic, and Asian. Students get free breakfast and lunch in Sumner County because the USDA has extended their Summer Food Service Program through June 30th, 2021 due to Covid19 hardships. This allows for all students in the school to get the nutrients they need to stay focused throughout the day and able to learn to the best of their abilities.

Curriculum Competencies To complete this lesson, students will need to have a basic understanding of weather and are able to predict an outcome. Students will also need to know how to plot numbers on an age appropriate plot graph.

Technology Competencies To complete this lesson, students will need to know how to operate and navigate an iPad. The students will need to know which app to get on and how to use the video portion on

the iPad to video each other talking.

learners

General Characteristics

Analyze

State &

State Standard

NETS*S

K.ESS2: Earthâ&#x20AC;&#x2122;s Systems 1) Analyze and interpret weather data (precipitation, wind,

objectives

temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter.

ISTE Standard 5b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

Behavioral Objective: Given the weather app on the iPad and an already set up plotting graph of construction board, the students in the kindergarten class will compose their predictions of the weather based o of the pictorial weather symbols and their knowledge about the four seasons from a video, in groups. The class should get 90% correct of their temperature predictions within 8 degrees and the picture symbol representation 95% correct to show their understanding of the standard. Students decide on a day of the week they want to predict and plot the number of what they think the high will be that day on the construction board. The students will write their name under their plot and record their prediction of what kind of weather it will be based on what they saw in the weather app. For example, the students will write sunny, rainy, windy, cold, etc. under their plot as well. Language Objective: WHAT do you want students to think, know understand and/or be able to do with language (identify, give examples, compare, describe, retell, summarize, de ne vocabulary, use vocabulary words, demonstrate understanding of comparing and contrasting, etc.. )Be speci c and use concrete terms. List key vocabulary, content-speci c terms, word wall words, etc. you need to teach

â&#x20AC;˘

and how you will teach students that vocabulary in the lesson?

Academic language functions: What are students doing with language to express their

â&#x20AC;˘

Curriculum Materials

Select instruction

•5 plot graph poster boards (student centered)

al methods,

•25 pencils for students to use (student centered)

media, and materials

•1 of each vocabulary card for teacher to go over with the class (teacher and student centered) •25 Vocabulary matching assessment

Technological Materials •22 iPads with weather app already downloaded and with Wi-Fi/internet connection (student centered) •ELMO to display plot graphs/to show how to do (teacher centered) •Dry erase board (teacher and student centered) •Printer with ink and paper (teacher centered) •Video from web- S. (Director). (2016, April 5). Be a Weather Watcher [Video

le]. Retrieved

November 15, 2020, from https://www.youtube.com/watch?v=Uo8lbeVVb4M •Meteorologist video- Rudd, J. (Director). (2015, July 6). Weather 101 for Kids- with

Meteorologist JD Rudd [Video le]. Retrieved November 15, 2020, from https:// www.youtube.com/watch?v=qWWx3reC9qA

***Any teacher using this lesson plan should use a rubric to determine the educational

value for the learner and the learning environment***

Preview and Prepare Materials

Utilize media and

•Preview the Be a Weather Watcher video-- *previewed and approved*

materials

•Preview the Weather 101 for Kids video-- *previewed and approved* •Make sure all plot graph poster boards are done •Make sure all 22 iPads are connected to Wi-Fi and charged •Make sure the weather app is downloaded on all iPads •Make sure all vocabulary cards are ready to view •Have both videos pulled up and ready for students to view on teacher computer •Have extra sharpened pencils ready •Have black markers ready for plot graph •Check for properly working ELMO •Have 25 vocabulary assessment matching quiz ready.

Prepare the classroom •Turn the lights down when watching videos •Turn the ELMO and Projector on •Make sure students have enough room for group work Prepare the learner •Introduce the lesson and vocabulary by watching the two videos(Be a Weather Watcher and Weather 101 for Kids) and going over vocabulary cards •Show students what app they will be getting on •Model how to plot their number and write their prediction •Make predictions as a class and plot class predictions of the weather next week •Model how to be a meteorologist and model what to say. •Students will be given their groups and a day of the week to predict. Students will be in

four groups of 5 and one group will have 6.

Require

Specify steps to learning that students will follow. List in chronological/numerical order.

learner

participatio After the instruction on how to use the technology, students will be broken into 5 groups (3 groups of 5 and 1 group of 6). Each individual person will have their own iPad. The n

students will also have their own individual black marker for plotting and the predication. Students will be given a plot graph poster to use for this activity. Students will unlock the iPad and get on the weather app. Students will study todays weather and look at the predictions of the following days weather. Students will recognize the weather symbols for their speci c day. Students will make their predictions based on what they saw. Students will take turns plotting their number and writing their prediction on the poster board. Once all students in the group are done, they will take turns opening their iPad and videoing each other for the meteorologist fake news cast. Once the group is done, they will go back to their seats and start thinking about the vocabulary quiz. Once everyone is back at their seats the teacher will pass out the matching vocabulary assessment and a pencil for everyone to use. The students will be graded on their participation in their groups, the accuracy of their predictions, as well as on the vocabulary matching assessment. Once everyone is done with their quiz, they will turn the quiz in and go back to their desks and wait quietly. Once everyone has nished the teacher will show a few meteorologist videos for the class to watch.

If a student is showing signs that they do not understand the objective, ask one of the group members who is pro cient to explain some additional instruction of what to do. If peer tutoring does not work, the teacher will provide more examples and model as the student works with you. If the student still does not understand help guide him/her through it by asking him/her questions and getting them to complete the assignment

with help.

Evaluate

Describe how/when artifact presentation, rubric scoring, and discussion of ideas for

and revise

improvement will occur. Include the artifact rubric

Formative Assessment (Process): Formative assessments used in this lesson include observation of group participation while completing the predictions, video, and plot graph. Students will demonstrate understanding by working together to form the plot graph, news video, and predictions. The formative assessment should be recorded on a group record sheet that will be entered into the gradebook. The students will need to be graded individually and then as a whole group. The formative assessment will take place as the group is working together to make the plot graph, news video, and their predictions. I expect all students to participate and collaborate within their group and put e ort forth in completing the assignment. I will provide students with verbal feedback while walking around listening to the student collaborate and explain. If the objective is not being met by a large portion of the class, then the lesson should be stopped and readdressed by the teacher. If a student is still struggling the teacher will give additional instruction and can tweak the assignment for him/her.

Summative Assessment (Product): The summative assessment is a mix of the videos the students will make being meteorologists and the vocabulary matching sheet. All students must show an understanding of the weather and how predictions are made. Students must also show the understanding of the vocabulary words. The class should get at least 8 out of 10 vocabulary right. Students will be able to self-assess by watching their video that they created. Students can choose to redo the video if they feel they did not do their best work. The video the students create will document the ability of the student to meet both TN

science standard (K.ESS2:Earthâ&#x20AC;&#x2122;s Systems )and the technology standard (ISTE5b.).

Group grading Category Contributions

Routinely provides

Usually provides

Sometimes

Rarely provides

useful ideas when

provides useful

useful ideas when

participating in the participating in the ideas when

Focus on the task

participating in the

group and in

participating in the group and in

classroom

group and in

classroom

discussion. A

classroom

discussion. May

de nite leader who strong group

discussion. A

refuse to

contributes a lot of member who tries

satisfactory group

participate.

e ort

hard!

member who does

Focuses on the

what is required. Focuses on the

Rarely focuses on

focused on the task task and what

task and what

the task and what

and what needs to

needs to be done

needs to be done.

be done. Very self-

most of the time.

some of the time.

Lets others do the

directed.

Other group

work.

members can

members must

count on this

sometimes nag,

person.

prod, and remind

Consistently stays

to keep this person Usually listens to,

on-task. Often listens to,

Rarely listens to,

listens to, shares

shares, with, and

shares with, and

with, and supports

supports the

the e orts of

e orts of others.

e orts of others,

e orts of others.

others. Tries to

Does not cause

but sometimes is

Often is not a good

keep people

"waves" in the

not a good team

team player.

working well

group.

member.

Working with othersAlmost always

together. Student grading Category Vocabulary

Students got all

Students got 80%

Students got 50%

Students got less

the matching

of vocabulary

than 50% of

Understands

vocabulary correct Read the data in

correct Read the data in

correct Did not read the

vocabulary correct. Did not attempt to

Content

weather app 100% the weather app

data in the

read the data.

correct.

weather app

80% correct.

correctly at all.

Be a Weather Watcher- Video SciShow Kids (2016, April 5). Be a Weather Watcher- Science for Kids. Retrieved from YouTube on September 7th, 2020 from https://www.youtube.com/watch?v=Uo8lbeVVb4M This YouTube video aligns with the standard K.ESS2: Earthâ&#x20AC;&#x2122;s Systems 1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter. The YouTube video encourages students to use a weather journal to predict the weather patterns. Students can use their own graphs to predict the weather over a period of time using their data. This video encourages students to use science tools to predict the weather as well.

Four Seasons Song- Video Jack Hartman Kids Music Channel (2018, August 10). Four Seasons Song-Jack Hartman. Retrieved from YouTube on September 7, 2020 from https://www.youtube.com/watch?v=Iisj2kTZIFs This YouTube video aligns with the standard K.ESS2: Earthâ&#x20AC;&#x2122;s Systems 1) Analyze and interpret weather

data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time

Media Share Resources

Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter. In this video Jack Hartman uses a song to describe the four seasons. The students will be able to sing and dance along while learning the four seasons. The students will be able to recognize what each season looks like and will be able to predict what season comes next.

Play and Learn Science- App Play and Learn Science (Weather Control and Gear Up) (2018). [Cost. Free] Retrieved from Apple App Store on

September 7, 2020 from https://pbskids.org/apps/play-and-learn-science-.html

This app aligns with the standard K.ESS2: Earthâ&#x20AC;&#x2122;s Systems 1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter. This app allows the students to learn about weather tools in a game setting. It lets the student read the thermometers and control the weather in the app. It asks the students which thermometer best represents the picture on the screen, allowing the student to picture the seasons and what kind of weather goes with each. Students can explore all things weather and learn what the thermometer should read at each season. Tree House Weather Kids- Website University of Illinois Extension (2020). Tree house Weather Kids. Retrieved on September 7th 2020 from https://web.extension.illinois.edu/treehouse/seasons.cfm?Slide=2 The website Weather Wiz Kids aligns with the standard K.ESS2: Earthâ&#x20AC;&#x2122;s Systems 1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter, for kindergarten. With the help of a parent this website allows students to explore what causes

seasons and how to tell the temperature outside. This website is like an informational story book with

(hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). 2)

Fahrenheit and Celsius. Weather and What to Wear Today- App Weather and What to Wear Today (Meteorology & Kids Clothes). [Cost. Free]. Retrieved from Apple App Store on September 7, 2020 from https://apps.apple.com/us/app/weather-what-to-wear-toda/ id1396769360 This app aligns with the standard K.ESS2: Earthâ&#x20AC;&#x2122;s Systems 1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter because it allows the student to see the weather where their location is. The student can look at the temperature outside and dress his/her person on the app the way they should be dressed for that season and temperature. The student can play around with the temperature gauge, making it hot or cold, then dress their person on the game accordingly. The game shows a thermometer for students to get familiar with. Weather Wiz Kids- Website Weather Wiz Kids (2003-2020). Welcome to Weather Wiz Kids. Retrieved on September 7th, 2020 from http://www.weatherwizkids.com/?page_id=82 The website Weather Wiz Kids aligns with the standard K.ESS2: Earthâ&#x20AC;&#x2122;s Systems 1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter, for kindergarten. With the help of a parent this website allows students to explore all the di erent kinds of weather tools. Students can learn about weather forecasting and the many vocabulary words to go with it. On this website it even shows weather symbols that are very important for students to know

when trying to read the thermometers and other types of instruments.

pictures aligning with the standard listed above. This website also explains the di erences between

REPRESENTING ADDING & SUBTRACTING

Contributor: Alanta’ Story Sample NearPod Lesson In this unit, Kindergarteners will be understanding the concepts of adding and subtracting numbers within ve while using various representations. Students may not understand the de nitions of addition and subtraction, so the terms “putting together” and “taking away”, will be used throughout the unit to help them understand the meaning. As a whole, the class will discuss key vocabulary regarding subtraction and addition, including symbols. Students will then explore various visual and hands-on representations such as drawings, linking cubes, counters, ngers, etc. 4. Students then will connect addition/subtraction symbols and equations to their representations. Students are using word problems as a guide to making these representations. During this unit, students will use technology such as tablets and Nearpod, an interactive lesson approach to access content. Also, there are multiple apps that would be used during intervention groups to focus on mastering the skills. Understanding addition and subtraction with the use of word problems is important for society because it helps students understand how numbers and various quantities relate to each other. After grasping the concept, students can then move to adding and subtracting within more complex numbers such as the number ten. Understanding addition as “putting together” and subtraction as “taking away” is a learning cluster outlined in Common Core Mathematics: Operations and Algebraic Thinking, Standard 1. Represent addition and subtraction with objects, ngers, mental images, drawings, sounds, acting out situations, verbal

explanations, expressions, or equations.

ASSURE Lesson Plan Template Adding & Subtracting within 5 Alanta’ Story

Duration of Lesson:

To complete this lesson, students will need to know how to navigate and operate computers/tablets. They should be able to enter numbers in the particular assignment.

•

To complete this lesson, students will need to know how to count from 1-10. Students should already have an understanding of counting and cardinality.

•

In the kindergarten class at Gower Elementary, there are 15 students total. There are nine boys and six girls. The students range from the ages of ve and six years old. All of the students speak the English language. The students range from Caucasian to African American. Two students have IEPs and spend most of their time outside of the classroom with a paraprofessional to assist them. Gower Elementary is a school that teaches students grades Pre-k through 4th grade located in Nashville, TN. The school is predominately Caucasian, but has a mixed population with African American and Hispanic. Above 40% of students receive free and reduced lunches. Gower Elementary is apart of the most top 30% of diverse schools in Nashville, TN.

learners

Grade Level: Kindergarten

•

Analyze

30 min

Subject Area(s): Mathematics

Name:

State &

â&#x20AC;˘

K.OA.A.1 Represent addition and subtraction with objects, ngers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.

â&#x20AC;˘

1c- Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

NETS*S objectives

Behavioral Objective: Given blank worksheets and access to the Nearpod lesson, the students in the kindergarten class will use di erent objects and/or drawings to represent and demonstrate addition and subtraction problems. There will be multiple opportunities for students to draw and show their thinking using interactive quizzes from Nearpod and the exit activity. Language Objective: Key vocabulary: add, plus, sum, subtract, take away, put together, equal, less than, more than

To express understanding, students will use the vocabulary terms to understand and solve word problems. The word problems will consist of the key vocabuary words that will require the students to add or subtract. Students will explain how the pictures they drew correspond with the correct number in the number sentence or word problems. The students will be able to explain how they got the sum or di erence.

The vocabulary terms, including symbols will be taught at the beginning of the lesson to give students an understanding of the words they will need to know in order to solve equations and use the correct number of representations to show that speci c problem. Students then will connect addition/subtraction symbols and equations to their representations. Students are using word problems as a guide to making these representations. The students will watch a video that will introduce representing addition and subtraction number sentences. After, the class as a whole will discuss key terms and keep them posted up on the board to reference during the remainder of the lesson.

List educational resources that will you use. ( identify digital, non-digital, and web 2.0 resources )

Select instructional methods, media, and

Teacher Materials

materials

•Overhead/Smartboard to display video •Dry Erase Board •Markers •Pull down screen •Nearpod. (2020, October). Nearpod Web. https://app.nearpod.com/?pin=jd9xv (Code: JD9XV) •Laptop Student Materials •15 pairs of Dice •15 Pencils •15 media devices •15 worksheets of Connect 4 subtraction •15 worksheets of Add or subtract in Winter •Adding and Subtracting (song for kids about addition/subtracting). (2015, June 28). [Video]. YouTube. https://www.youtube.com/watch? v=NHI0ePgwlgU&t=71s

•Markers (one for each pair)

Media and Material

Utilize media and materials

•Preview the Addition and Subtraction video •Preview and open the Nearpod lesson •Check the printer, ink, and paper supply •Make sure the screen pulls down correctly •Check for the connection of Wi-Fi to the tablets •Print out total of 30 handouts (one copy of both worksheets) •Check if Smartboard is working correctly •Make sure markers are not low on ink quality •Have Nearpod open on each tablet

Classroom •Dim the lights in the classroom •Pull down the display screen for Nearpod Lesson •Turn on Smartboard/Projector Prepare the Learner •Introduce the lesson, have students enter the code and begin going over key vocabulary terms •Play the Addition and Subtraction video and answer quiz questions about the terms as a whole group. •Write vocabulary words on the board for a reference to the word problems. •Present the Nearpod lesson and explain to students how the di erent slides will require them to enter their answers a particular way. •Monitor each student as they complete the activity on each slide •Hand out worksheets and dice to each pair of students for the subtraction game •Make sure the students have markers to record their answers

•At the exit activity, each student should have a worksheet on adding and subtracting in the winter.

Require learner After the teacher explains to the students how to use the interative Nearpod lesson, students will participation follow along each slide of the lesson with the teacher. The rst slide requires students to use their drawing skills to answer the word problem, “Susy picked 4 red apples. She got 6 more from her brother. How many red apples does she have altogether? Draw pictures to represent the problem.” This is the beginning skill for students to understand representation/modeling. The second interactive slide has students match the number of objects with the corresponding number. The students are then broken into pairs. Each student is given a pair of dice and marker, with the subtraction game worksheet. The students are to roll the dice two times and subtract both numbers. The students color in the corresponding circle with the number. The students continue the game until one has “four in a row”. The students are then required to take out a sheet of paper and model their work of the word problem. The students are to type their answers on the collaborative board when they are nished.

Evaluate and revise

Formative Assessment (Process): Formative assessments used in this lesson were questioning and observing students using the content in Nearpod. Students will demonstrate understanding by solving word problems and using drawings/manipulatives to show their thinking. They will complete up to four word problems during the duration of the lesson. The teacher will monitor students as they work to complete and ask them questions on how they have composed that answer. Asking questions help students to think more critically when it comes to problem solving. The Nearpod app already has the answers programmed and will grade each student individually. All the students are expected to put forth their best e ort and answer each question thoroughly, while providing work. When it is time for group work, students are expected to work together and participate. I would like for each student to participate in discussions and be able to explain their work. I will provide positive feedback to students and let them know where there’s work needed to be xed or done. I will provide extra instructional time if needed for those students. Summative Assessment (Product):

Summative assessments used in this lesson would be the “adding and subtracting in winter worksheet”. This worksheet requires students to use representations to solve the equations. The numbers used in the equation are between the numbers one and ve. This is a milestone for kindergartners because they have to master the concepts up until the number 5 before they begin working on larger numbers. The worksheet includes using objects and drawings to show their addition or subtraction. The student’s work will document the student’s mastery of the standard, “Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.”

11/17/2020

Your Rubric: Math - Problem Solving : Representing Addition and Subtraction

RubiStar

Rubric Made Using: RubiStar ( http://rubistar.4teachers.org )

Math - Problem Solving : Representing Addition and Subtraction Teacher Name: A S

Student Name:

________________________________________

Mathematical Concepts

Explanation shows complete understanding of the mathematical concepts used to solve the problem(s).

Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s).

Explanation shows some understanding of the mathematical concepts needed to solve the problem(s).

Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written.

Use of Manipulatives

Student always listens and follows directions and only uses manipulatives as instructed.

Student typically listens and follows directions and uses manipulatives as instructed most of the time.

Student sometimes listens and follows directions and uses manipulatives appropriately when reminded.

Student rarely listens and often \"plays\" with the manipulatives instead of using them as instructed.

Explanation

Explanation is detailed and clear.

Explanation is clear. Explanation is a little difficult to understand, but includes critical components.

Explanation is difficult to understand and is missing several components OR was not included.

Mathematical Errors

90-100% of the steps and solutions have no mathematical errors.

Almost all (85-89%) of the steps and solutions have no mathematical errors.

Most (75-84%) of the steps and solutions have no mathematical errors.

More than 75% of the steps and solutions have mathematical errors.

Working with Others

Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson.

Student was an engaged partner but had trouble listening to others and/or working cooperatively.

Student cooperated Student did not work with others, but effectively with needed prompting to others. stay on-task.

CATEGORY

Date Created: Nov 17, 2020 11:52 pm (CST)

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Adding and Subtracting Adding and Subtracting is a great video to help introduce representing addition and subtraction number sentences. The video starts by de ning each of the symbols. The narrator then goes on to tell a number story about frogs. The narrator creates di erent number sentences and gives the audience an opportunity to solve them. This is helpful for students because it gives them visuals of representations on how to properly solve di erent equations. This video is also interactive. It allows students to gure out the answers to each scenario given by the narrator. K.OA.A.1 Represent addition and subtraction with objects, ngers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. Adding and Subtracting (song for kids about addition/subtracting). (2015, June 28). [Video]. YouTube. https://youtu.be/NHI0ePgwlgU Basic Subtraction for Kids Basic Subtraction for Kids is a good introductory level video for students who are just learning on how to represent subtracting numbers within 10. The video is perfect for younger children beginning to learn about subtraction and each of its components. The video begins by the narrator de ning subtraction and telling a story about a man and his hats. The video provides multiple visuals of “taking away” a number

of hats from another number of hats.

Media Share Resources

acting out situations, verbal explanations, expressions, or equations.

Pop, H., 2017. Basic Subtraction For Kids | Kindergarten And First Grade Math Lesson. [Video] Youtube.com. https://www.youtube.com/watch?v=ug0gs8kLE48&t=80s> [Accessed 20 November 2020] Education.com The education.com website o ers many grade-appropriate games, lessons, and worksheets that will help students with their understanding of addition and subtraction. The particular game, “Treasure Chest Subtraction”, focuses on basic subtraction skills. The game requires students to listen and “take away” a certain number of objects out of the treasure chest when prompted. Ultimately, the learners will solve the equation that correlates to the number of objects taken out of the treasure chest. This game is a good resource for helping students understand quantities relating to “taking away” and putting together. There are also many lessons available for students to practice addition and subtraction skill. K.OA.A.1 Represent addition and subtraction with objects, ngers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. Educational Games, Worksheets, and More for Kids. (n.d.). Retrieved November 20, 2020, from https://www.education.com/

Montessori Add & Subtract

K.OA.A.1 Represent addition and subtraction with objects, ngers, mental images, drawings, sounds,

operations. This app would allow students to create their own equations using addition or subtraction. Also, the app provides visuals to represent each number quantity of the number sentence. The electronic voice repeats the number sentence back out loud to the audience. This is a great app for beginner learners understanding the basics of addition and subtraction. The app is speci cally designed for children between the ages of 3 and 8. K.OA.A.1 Represent addition and subtraction with objects, ngers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. Dang, V. (2017, April 20). Montessori: Add & Subtract +/-. [iTunes App, Cost: Free] Retrieved November 20, 2020, from https://apps.apple.com/us/app/montessori-add-subtract/id1134884131 Nearpod Nearpod is an online tool/app that makes every teacher’s lesson more interactive. Teachers are able to present, add videos and assessments, all while using one PowerPoint. Pertaining to our unit, I will use nearpod for teaching and introducing the students on the academic language regarding addition and subtract. I can also show the students various video examples on “taking away” and “putting together” objects. At the end of the lesson, I can present a mini exit ticket that will grade the students’ answers after submitting their work. K.OA.A.1 Represent addition and subtraction with objects, ngers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. Nearpod. (2012, May 09). Nearpod. [iTunes App, Cost: Free] Retrieved November 20, 2020, from https:// apps.apple.com/us/app/nearpod/id523540409 Splash Learn The splashlearn.com website link titled, “Add with pictures up to 10”, gives the students opportunity to complete addition number sentences. The game provides pictures of each scenario to assist the learner with counting the total number of objects. The narrator also reads aloud the number sentence to the learner before they click the corresponding answer. The website o ers di erent levels of games pertaining to the common core standard K.OA.1. This is a great website for teachers because beginner learners are able to start at number 5 and work their way up to solving within the number 10. K.OA.A.1 Represent addition and subtraction with objects, ngers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. Fun Math Practice Games for Kindergarten to 5th Grade. (2020). Retrieved November 20, 2020,

from https://www.splashlearn.com/

Montessori Add & Subtract is a mobile phone app that focuses on children understanding math

FIRST GRADE

â&#x20AC;©

Contributor: Quinton Bolden Sample NearPod Lesson In this unit, rst grade students will be learning how to solve word problems adding and subtracting within 20 to solve contextual problems. Students may not understand the meanings of addition, subtraction, whole numbers, sum, equal to, less than, or unknown number. Students will have the opportunity to participate in one on one or class wide demonstrations as the idea of solving real life word problems are introduced. The vocabulary for solving word problems will be introduced. The students will have the chance to increase their knowledge through manipulatives, Microsoft teams video instructions, and even learning games created by the teacher. When the students learn the idea of solving math word problems, they can use this to solve other types of math problems. Understanding and solving word problems is a learning cluster outlined in Common Core Mathematics: Operations and Algebraic Thinking, Standard 1

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Solve word problems adding and subtracting within 20 to solve word problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem.

S O LV I N G W O R D P R O B L E M S

ASSURE Lesson Plan Template Name:

Quinton Bolden

Subject Area(s): Mathematics Duration of

Lesson: 30 minutes Analyze learners

Grade Level: 1st grade

In the rst-grade class at Amqui Elementary School, there are thirteen students – Which include nine males and four females. The students are mostly Hispanic and there is one African American and two Caucasians. They range between the ages six and seven. One student has an IEP for developmental delay, and she comes in the class once a day. There are ten English Language Learners and spend time outside of the classroom with a speech therapist. The remaining students are uent with the English language. The Prek – 4th grade school is predominately Hispanic, but has a mixed population ranging from African American, Caucasian, and Asian with an average daily attendance rate of 94.8%. The school is a part of the program National School Lunch and School Breakfast Program, which entitles all students to breakfast and lunch at no charge to the student. This allows for all students to receive the nutrients they need to learn and stay focused throughout the day.

Curriculum Competencies To complete this lesson, students will need to know the basic steps of addition and know how to add using mental strategies.

Technology Competencies To complete this lesson, students will need to know how to enter their username and password in their laptop. Students

will need to know how to login to nearpod and IXL.

State & NETS*S objectives

State Standard 1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. ISTE Standard 1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Behavioral Objective: Given this nearpod lesson students will be able to add and subtract within 20 using mental strategies. Then the students will then complete at least 12 out of the 15 problems, as practice, from the website (IXL) to show their understanding of the terms and standards. Then they will do a handout to show they mastered the terms and standards. Each student will have 30 seconds to do three problems on the board. Language Objective: Key vocabulary: sum, plus, left, in all, unknown number, altogether, increase, less than, equal, whole number, addition, many more, added, total. Academic Language Function To express understanding, students will use the following vocabulary terms to solve the problems using mental strategies. The students will then use their knowledge to complete at least 12 out of 15 addition and subtraction problems on the provided website. After whole class completion, the students will let the teacher know they are done with the problems. Then the students will complete a handout to close out the lesson. The vocabulary terms will be taught at the beginning of the lesson to provide the students with understanding of the words they will encounter as they solve the addition and subtraction problems. The students will watch a video and then we will

discuss the words as a whole group and the teacher will write

Select instructional methods, media, and materials

Curriculum Materials •13 handouts for students to close out the lesson. (Student Centered) •13 pencils (Student Centered) Technological Materials •Website from web-IXL, IXL | Addition facts - sums up to 20 | 1st grade math. (n.d.). IXL Learning. Retrieved November 16, 2020, from https://www.ixl.com/math/grade-1/addition-factssums-up-to-20 (Student Centered) •Website from web-IXL, IXL | Subtraction facts - up to 20 | 1st grade math. (n.d.). IXL Learning. Retrieved November 16, 2020, from https://www.ixl.com/math/grade-1/subtractionfacts-up-to-20 (Student Centered) •Addition and Subtraction under 20 video, Math & Learning Videos 4 Kids. (Account Holder). (2017) Addition Subtraction under 20 – 1st Grade Math Video for Kids. [YouTube Video] Retrieved on September 6, 2020 from https:// www.youtube.com/watch?v=FDP0mbsVX9A (Student Centered) •13 Laptops with WiFi/ Internet Connection (Student Centered) •1 Laptop with WiFi for videos (Teacher Centered) •Dry erase board (Student and Teacher Centered) •Printer with ink and paper (Teacher Centered) •Pull-down display screen (Teacher Centered) •Nearpod (Student Centered) •Powerpoint (Student Centered) ***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning

environment***

Utilize media and

Preview and Prepare Materials

materials

•Preview the website IXL to make sure both tests are working. (Previewed and Approved) •Preview the video Addition and Subtraction within 20. (Previewed and Approved) •Preview the Nearpod lesson. (Previewed and Approved) •Make sure all the laptops are on, charged up, and connected to the internet. •Make sure the dry erase board is in the room and clear. •Make sure the pull-down display screen is on a working. •Have writing utensils for the dry erase board. •Make sure the computer is connected to the printer. •Check the printer, ink, and paper supply. •Print 13 handouts out.

Prepare The Classroom •Turn the lights down. •Pull down display screen. •Turn the projector on.

Prepare The Learner •Introduce the lesson by referring to the Powerpoint with the vocabulary on it. •Write the vocabulary terms for word problems on the board for student use during the lesson. •Present the Nearpod Lesson. •Present the IXL website. •Model for students how to enter their answer. •Complete 3-5 problems with the students, then point the student’s attention to the bottom right corner to the box containing their score. •Students will work on these problems for 10 minutes.

•The students will take out their pencils and receive the handout.

Require learner

After the instruction on how to log in to their laptops and go to

participation

the Nearpod lesson; The students will be provided a pencil and handout. After the Nearpod lesson the students will be instructed to go to IXL practice website. The website is already pre-loaded onto their MNPS laptop. After 10 minutes of working through Adding and Subtraction within 20 they will be instructed to put their laptops away. The students will then be instructed to take out their pencils and handouts and complete the handout. The last part of the lesson, each student will come up to the board and do three addition or subtraction problem with a marker. If a student is showing signs that they do not understand the objective (adding and subtracting within 20) the teacher will guide the student along. The teacher will provide the students with examples and instruction from the practice website. If the student still does not understand the teacher can use

manipulatives to show the students real world examples.

Evaluate and revise

Formative Assessment (Process): Formative assessments used in this lesson include the problem at the end of the lesson. When they come up to do their problem on the board, they will be judged on 4 things. Their explanation of the problem, how many errors, completion, and their strategies/procedures. The formative assessments will be recorded on the rubric sheet then recorded into the grade book. The students will be graded individually. The formative assessment will be done after all students have completed the summative assessment. I expect all students to complete the problems in the allotted amount of time. During the lesson I expect all students to ask for help if needed. If the objective is not being met by a large percentage of students, then a review lesson will be done the next day. If only a few students are not meeting expectations, then they will be sent home with the handout as homework. Summative Assessment (Product): The summative assessment will be a combination of the student’s explanation of the problem, how many errors they make, the completion of the problems, and the strategies/ procedures they use. The students will receive a grade based o all those categories in cohesion with the handout. The student’s work will document the student’s ability to Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. (TN Math Standard

1.OA.A.1) and the ability for students to use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways (ISTE 1c) It will also document the student’s ability to operate a laptop and enter numbers into a website.

Math - Problem Solving : Adding and Subtracting within 20

Teacher Name: Mr. Bolden Student Name:

________________________________________

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Addition and Subtraction within 20 – 1st Grade Math (1.OA.1) This video from Boddie Learning is another great resource. The video is not too long which bodes well for 1st graders attention span. The diction in the video is great and not robotic so it keeps the students engaged. Boddie Learning (Account Holder). (2019) Addition and Subtraction within 20 – 1st Grade Math (1.OA.1). [YouTube Video] Retrieved on September 6, 2020 from https://www.youtube.com/watch? v=zJyT6MIlkAw

1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. Addition Subtraction under 20 – 1st Grade Math Video for Kids This video from Math & Learning videos 4 Kids is a great resource. It uses manipulatives and they use visually pleasing colors. It uses real life word problems that the students could relate to. This makes learning more engaging and e cient. Math & Learning Videos 4 Kids. (Account Holder). (2017) Addition Subtraction under 20 – 1st Grade Math Video for Kids. [YouTube Video] Retrieved on September 6, 2020 from https://

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www.youtube.com/watch?v=FDP0mbsVX9A

Media Share Resources

involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem.

First Grade Learning Games This resource is a great resource for all types of learners also. It helps the students learn without realizing they are learning. There are various games they could play for hours learning and having fun. There are in-app purchases but there are a lot of free games to play. RosiMosi LLC. (2012) First Grade Learning Games (Version 5.0) [Mobile application software] Retrieved from http://itunes.apple.com 1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. IXL â&#x20AC;&#x201C; Math, English, & More This resource is excellent for all types of learners. There are in-app purchases, but a lot of the free options can be of great assistance. Some schools even have subscriptions and it is free to the students. IXL Learning. (2020) IXL (Version 6.0.1) [Mobile application software] Retrieved from http:// itunes.apple.com 1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings,

and equations with a symbol for the unknown number to represent the problem.

1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions,

The website khanacademy.org titled “Khan Academy” o ers a lot of resources to help add and subtract within 20. There are sections where you can do word problems where you add and subtract within 20. This compliments my standard perfectly, my standard is Core Mathematics: Operations and Algebraic Thinking, Standard 1 Solve word problems adding and subtracting within 20 to solve word problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. This website contains areas where you can practice these things. Khan Academy (2008) Unit: Addition and Subtraction Within 20. [Website]. Retrieved on September 6, 2020 from https://www.khanacademy.org/math/early-math/cc-early-math-add-sub-20 1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. Teachers Pay Teachers This website is a great resource not only for math but ever subject. There are resources on the website some are free and some $10 and up. This resource can complement any math standard. This website was made by teachers for teachers as cliché as that may sound. Teaching Resources & Lesson Plans | Teachers Pay Teachers. (2000). Retrieved on September 6, 2020 from www.teacherspayteachers.com 1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings,

and equations with a symbol for the unknown number to represent the problem.

Khan Academy, Unit: Addition and Subtraction Within 20

Contributor: Kimberly Jolley Sample NearPod Lesson In this unit, rst grade students will be learning the di erence between basic wants and needs. Students may not be able to distinguish between a basic want and a need. Students will engage in learning experiences such as pretend play, lecture and modeling, virtual eld trip, and an interactive slide show. Students will have the opportunity to learn about places that represent basic wants and needs on a virtual eld trip through the city of Gallatin. They will facilitate group work by presenting drawings of basic wants and needs on an interactive slide show and share their ndings with the class. Knowledge about the di erence between wants and needs is important so students can examine why people need shelter, clothes, water and food. Once students understand the di erence between wants and needs, they will be able to recognize the needs that are necessary to live everyday versus the wants that are nice to have. Studying and understanding the di erence between basic wants and needs is a learning expectation covered under Tennessee State Standards for Economics 1.08.

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Determine the di erence between basic wants and needs, and provide examples of each.

THE DIFFEREN CES BET WEEN BASIC WANTS AND NEEDS

.ASSURE Lesson Plan Template Identifying Needs and Wants Name: Kimberly Jolley

Subject Area(s): Social Studies

Duration of Lesson: 30 minutes

Grade Level: 1st

Analyze learners

General Characteristics In my rst-grade class at Benny Bills Elementary School, there are eight girls and ten boys making a total of eighteen students. The class is comprised of African American and Caucasian students between the ages of six and seven. One student has an IEP for speech development. There are no English Language Learners in this classroom. Benny Bills Elementary is a Title 1 school receiving extra funds for classroom supplies and participates in the National School Lunch Program.

Curriculum Competencies To complete this lesson, students will need to know the di erence between a need and want and identify pictures to place in the correct category of need or want.

Technology Competencies To complete this lesson, students will need to know how to log in to a Chromebook and navigate the SeeSaw app using a mouse to place pictures in the

correct category.

State & NETS*S

State Standard

objectives

Tennessee State Standards for Economics 1.08. Determine the di erence between basic wants and needs, and provide examples of each.

ISTE Standard 1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Behavioral Objective Given a Chromebook and SeeSaw app, the students in the rst-grade class, will identify pictures of various needs and wants while manipulating a mouse to place these items into the appropriate category. The students will complete with a partner, the identi cation of 12 items categorized by a need or want. The students will need to correctly identify 10 out of 12 pictures correctly on the app to demonstrate their understanding of the standard. Language Objective Key vocabulary: need, want Academic Language Functions To express understanding, students will identify speci c items as a need or want vocally to their partner. The students will be able to recognize the terms need and want displayed on the app and express the de nition of each. The vocabulary terms have been taught in a previous lesson. Students have been discussing the di erence between a need and a want and viewing examples. Students are familiar with identifying items in daily life as a need or want, so the purpose of this lesson is to demonstrate their understanding of the state

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standard.

Select

Curriculum Materials

instructional methods, media, and materials

●Key vocabulary words/de nitions displayed on bulletin board (teacher centered) ●Small poster of needs and wants Technological Materials •SeeSaw Learning, Inc. (2020) SeeSaw Class (version 7.4.1)[iTunes App, Cost: Free] Retrieved from https://app.seesaw.me/#/try/prompt/ prompt.0db7b199-08c6-4cb9-8a34-34b 95d6433?ref=public_library. (student centered) •9 media devices (Chromebooks) with Wi-Fi/internet connection (student centered) •Computer for SeeSaw app (teacher centered) •ELMO to display SeeSaw app (teacher centered) •Pull-down display screen (teacher centered)

***Any teacher using this lesson plan should use a rubric to determine the

educational value for the learner and the learning environment***

Utilize media and

Preview and Prepare Materials

materials

●Preview the Chromebooks login information *previewed and approved* ●Preview SeeSaw application *previewed and approved* ●Make sure all Chromebooks are charged ●Prepare computer displayed with SeeSaw app ●Check for properly working ELMO ●Check for connection of computer and ELMO ●Check internet connection for computer ●Check WI-FI connection for Chromebooks.

Prepare the Classroom

●Dim one set of classroom lights for viewing of computer and Chromebooks. ●Pull-down display screen ●Turn the computer and ELMO on

Prepare the Learner

●Introduce the lesson and vocabulary terms by referring to poster on the Elmo of needs and wants.

●Refer to bulletin board with key vocabulary terms for students to reference during lesson.

●Present the SeeSaw app Needs and Wants ●Model for students how to utilize the label tool to move pictures (emojis) to correct side.

●Move each picture (emoji), twelve in all, to the correct side. Click the green check mark when done.

●Students will work with a partner and each pair of students will use one

Chromebook.

Require learner

After the instruction on how to use the technology, students will pair with a peer

participation

that sits at their table. The students will be instructed to decide who will read the log in numbers for the Chromebook and who will type on the Chromebook. They will also be given instructions for the student who types the numbers to physically navigate the app using the computer for the rst six items. The second student who reads the numbers will physically navigate the app using the computer for the next six items. Each pair of students is given a Chromebook. The studentâ&#x20AC;&#x2122;s will then be asked to log in to the Chromebook and open the SeeSaw app to the Needs and Wants activity. When the pairs have logged into the Chromebooks correctly, they may begin identifying items as a need or want. Once each pair has identi ed all items as need or want, the teacher will assess their work for accuracy. After a pair has successfully completed the assignment, they may practice the activity again. The students will be graded on their completion of identifying 12 items correctly, vocally using vocabulary terms correctly, and successfully navigating the Chromebook using the SeeSaw app. If a student appears that they do not understand the objective (identifying pictures of needs and wants), instruct their partner to identify all items and discuss with the student why each is a need or want. The student having di culties can then attempt the exercise. If peer tutoring does not work, provide the student with examples (pictures printed on paper) of needs and wants. If the student still does not understand, you can have the student attempt to identify a

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smaller number of items.

Evaluate and revise

Formative Assessment In this lesson the formative assessments used include observing partners working together while contributing and staying focused on the task, using correct vocabulary and identifying items as a need or want while utilizing technology correctly. Students will demonstrate understanding by working together to identify 12 items as a need or want and placing them into the appropriate category. All students are expected to participate in identifying items and physically using the Chromebooks to place items in the appropriate category. Each student must verbally communicate with their partner and show willingness I will watch and listen to each student to see if they are participating and demonstrating an understanding of needs and wants. I will take notes on each studentsâ&#x20AC;&#x2122; identifying various items and how they categorize the item. I will assess the vocabulary being used and focusing on the understanding of the terms need and want. I will also observe the use of technology and if each pair of students can navigate the SeeSaw app correctly. I will provide feedback to all students encouraging them and providing constructive feedback if the objective of the lesson is not being met. If a large group of students are having di culty with the lesson, I will stop the partner work. I will then begin whole group instruction to reinforce the objective and complete the activity together as a class one time. Individual student(s) who do not meet pro ciency level throughout formative assessments, will be given additional instruction with fewer items to identify. If they continue to have di culty with the lesson, they may work alone rather than with a partner. Summative Assessment The summative assessment will be the combination of the pairâ&#x20AC;&#x2122;s e ort and completion of identifying needs and wants into the correctly documented category. The students must identify and categorize 10 out of 12 items. The students will receive a grade for working with a partner based on the following: working with others, contribution, and focus on task during this assignment. They also will receive a grade on the use of the vocabulary terms need and want while correctly identifying a need and want. They must identify 10 out of 12 items correctly to master understanding of the di erence between needs and wants. The studentsâ&#x20AC;&#x2122; work on the SeeSaw app will document their ability to determine the di erence between basic wants and needs, and provide examples of each (Tennessee State Standards for Economics 1.08) and their use of technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways (ISTE 1.c). The students will also be assessed on

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correctly using a Chromebook and navigating the SeeSaw application.

Partner Grading Rubric 2 Working with Others

Contributions

Almost always listens

Often listens to, shares

Rarely listens to, shares

to, shares with, and

with, and supports the

supports the e orts of

e orts of others, but

e orts of others. Often

others. Tries to keep

sometimes is not a good

is not a good team

people working well

team member.

player.

together. Routinely provides

Sometimes provides

Rarely provides useful

useful ideas when

ideas when

participating with a

partner. A de nite

partner. A satisfactory

partner. May refuse to

leader who contributes group member who does participate. Focus on Task

what is required. Focuses on the task and

Rarely focuses on the

focused on the task

what needs to be done

task and what needs to

and what needs to be

most of the time. Other

be done. Lets others do

done. Very self-

group members can

the work.

directed.

count on this person. /6

Total

a lot of e ort. Consistently stays

2 Use of Vocabulary

Always uses the name

Sometimes uses the

Rarely uses the name of

of an item and the

name of an item and the

an items and the terms

terms need and want

terms need and want to

need and want to

to describe the way to

describe the way to

Identi cation of Needs

categorize an item. Identi es all items as a

categorize an item. Does not identify all

and Wants

need or want with a

items as a need or want.

score of at least 10/12.

score of at least 8/12.

(83%) Use of Technology

Logs in to

(66%) Logs in to Chromebook

Rarely logs in to

Chromebook correctly

correctly and navigates

Chromebook correctly,

and navigates SeeSaw

most of SeeSaw app

and cannot navigate the

app correctly.

correctly.

SeeSaw app correctly. /6

Total

Media Share Resources Flocabulary Flocabulary o ers educational hip-hop songs, videos, and other educational materials to engage students and increase achievement across curriculum. This video is terri c resource that will gain student’s attention through music while clearly explaining needs and wants through real life imagery. The students can easily relate to the daily examples of both needs and wants while forming the understanding of when it is appropriate to acquire both. After viewing the video, there is a quick review asking speci c questions to demonstrate the understanding about a need, want, good, and service. After the class views the video, the teacher will assess the students’ understanding of needs and wants as they answer review questions. Content Standards: 1.08 Determine the di erence between basic wants and needs, and provide examples of each. 1.04 Give examples of products (goods) that people buy and use. 1.05 Give examples of services (producers) that people provide. Flocabulary. (2020). Needs & Wants [Video]. Retrieved 4 September 2020, from

https://www. ocabulary.com/unit/needs-wants/video/.

Student Grading Rubric

Google earth is a website that shows 3D representation of Earth through satellite imagery. Street level photos can be viewed giving students a 360â&#x20AC;&#x2122; panoramic view of cities and all their surroundings. The students will discover places in their home city that provide needs and wants. A virtual eld trip will allow students to name places that provides needs: food, clothing, shelter, and healthcare. They will compare and contrast them to places that provides wants they could live without. Content Standards: 1.08 Determine the di erence between basic wants and needs, and provide examples of each. 1.10 Recognize basic map symbols, including: cities, land, roads, and water. 1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts. Google Earth. Earth.google.com. (2020). Retrieved 4 September 2020, from https://earth.google.com/web/ @36.39026089,-86.44321007,167.59906547a,8978.17946533d,30.00000026y,-0h,0t,0r/ data=MicKJQojCiExMU1BSERaTjJ3cDZxR2tTOFNxMjQ2MHRfVHBMYXRQbG4. Learn with Mrs. B Mrs. B o ers catchy and interesting instructional videos explaining content standards in a creative way. She explains speci cally what a need and want is and gives clear explanation as to why. The descriptions and explanations clearly explain the di erence between wants and needs and guide students to understand the di erence in their daily lives. This helps students to not get confused between what they may need and want. Content Standards: 1.08 Determine the di erence between basic wants and needs, and provide and examples of each. 1.SL.CC.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

The Di erence Between A Need and Want - For Kids. (2020). [Video]. Retrieved 4 September 2020, from https://www.youtube.com/watch?v=9IqgTGG0ODg.

Google Earth

This mobile app is fun and keeps students engaged in the leaning exercise. Students will utilize this game individually on the Chromebooks to formatively assess their recognition of needs and wants. They will practice reading skills, social studies skills, and computer skills during this exercise. Students are very eager to participate and learn on the Chromebooks during instruction and their attention is easily gained. Content Standards: 1.08 Determine the di erence between basic wants and needs, and provide and examples of each. Kahoot AS. (2020) Kahoot! Play and Create Quizzes (version 4.1.1)[iTunes App, Cost: Free] Retrieved from https://create.kahoot.it/details/wants-needs/1755e0b3-6721-4e81-a3c7-e2d677ad1013. Reading A-Z Reading A-Z provides a ordable, easily assessable reading programs online. There are more than 2500 grade-level books o ered through the website. The students will view the book Needs and Wants written by Jordan Fujioka and illustrated by Loretta Lustig on the projector as the teacher reads it to them. After the class discusses the de nitions of need and want and discusses key details through viewing examples, this online book will be displayed on a Chromebook in the ELA center for students to view independently. Content Standards: 1.08 Determine the di erence between basic wants and needs, and provide examples of each. 1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Log In | Reading A-Z. Readinga-z.com. (2020). Retrieved 4 September 2020, from https://www.readinga-z.com/projectable/book.php?id=95&lang=1&type=book. SeeSaw Students will practice categorizing items in the appropriate category of a need or want. They will practice computer skills while engaging in distinguishing the di erence between a need and want. This exercise will be done independently with Chromebooks and students will practice with this app a few times throughout the week. This mobile app exercise will also be suggested to families so the students can practice at home. A printed worksheet will also be available for those students who wish to practice without a computer. Content Standards: 1.08 Determine the di erence between basic wants and needs, and provide and examples of each.

SeeSaw Learning, Inc. (2020) SeeSaw Class (version 7.4.1)[iTunes App, Cost: Free] Retrieved from https://app.seesaw.me/#/try/prompt/prompt.0db7b199-08c6-4cb9-8a34-34b 95d6433? ref=public_library.

Kahoot!

â&#x20AC;©

RETELLING STORIES

Contributor: Hailey Miller Sample NearPod Lesson In this unit, rst grade students will be learning how to retell stories, including keys details while demonstrating understanding of the central message or lesson. Students may not understand how to specify the central message or lesson in the story. Students may also have di culty with only giving keydetails rather than giving non-important details in their retelling of the story. These issues can be tackled by showing students stories in di erent ways in addition to the traditional class read-aloud. Teachers can use technology applications and websites to give students multiple ways of hearing a story this can help them become more engaged with the story. The students will participate in interactive read-alouds, group discussions, and digital media. Retelling stories is an important skill to learn because students will need it to determine central ideas or themes of a text and to summarize the key supporting details in a text. Once students learn how to e ectively retell stories, they can apply the skill to any text and be able to summarize using key details and identify the theme or central message.Â Retelling stories, including key details, is a learning expectation covered Common Core English Language Arts Standards Reading: Literature Grade 1: Key Ideas and Details, Standard 2.

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Retell stories, including key details, and demonstrate an understanding of their central message or lesson.

ASSURE Lesson Plan Tell Us About It and Make A Movie! Name: Hailey Miller Subject Area(s): English Language Arts Duration of Lesson: 45 minutes

Analyze

Grade Level: 1st

•

How many students will you be teaching? How many males? Females?

•

What is the age range or grade level(s) of the students?

•

What are the identi ed English language pro ciency levels of the students? What do you know about the students’ conversational and academic English? How do you know?

•

What prior knowledge, skills, and academic

learners

•

What do students already know or know how to do with regard to the particular standards and objectives of this lesson.

What are the represented socio-economic, cultural and ethnic backgrounds of the students? How might these in uence your planning, teaching and assessment?

•

What additional needs might students have (describe any special considerations and/or exceptional needs)? How many students have Individualized Educational Plans or 504 plans?

•

background do students bring to the lesson (consider previous learning experiences, assessment data, etc.)? How do you know?

Common Core Standard

State & NETS*S

CCSS.ELA-LITERACY.RL.2.2

objectives

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. ISTE Standard 6.a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. Behavioral Objective: The students will be able to use story elements and questioning to retell a story and summarize the key points. They will be given a story to read and summarize, students will work in groups to read and summarize the book. In their groups, they will ll out a summarizing organizer worksheet. After students ll out the worksheet, they will us an iPad and the Apple camera app to make a movie based on the summary of the same story they summarized in their groups to show their understanding of the standard. Language Objective: Key vocabulary: summarizing, literature, characters, action, problem, solution. Key vocabulary terms will be taught at the beginning of the lessons to give students knowledge of the words and how they will use them to summarize stories. The teacher will model how to summarize a story using a summary organizer. With this language, students will be able to retell and summarize stories. Academic Language Function:

To express understanding, the student will use the keys vocabulary terms to create a summary of the story. Each group will use their knowledge to summarize the story using the summarizing organizer worksheet. After each group completes their worksheets, the groups will create a movie summarizing the story. At the end of the lesson, each group will share their movies with the whole class.

Curriculum Materials

Select instructional

•Summarizing organizer worksheet - 1 copy for

methods,

each group (student-centered)

media, and materials

•Pencils (student-centered) •Books – one for each group (student-centered) Technological Resources •iPads (student-centered) •Apple camera app (student-centered) •AV Adapter (student-centered) •HDMI Cord (student-centered) •Smart Board (teacher and student-centered)

•Printer with ink and paper (student-centered)

Preview and Prepare Materials

Utilize media and materials

•Check the printer, ink, and paper supply •Make sure the printer is connected to the CPU •Print worksheets for each group •Check battery percentage of iPad •Have the Apple camera application prepared on the iPad

Prepare the Classroom •Turn on the smartboard. •Display screen for writing.

Prepare the Learner •Introduce the lesson and vocabulary terms by referring to the vocabulary terms poster. •Display vocabulary terms poster. •Model for students how to summarize a story using the summary organizer worksheet. •Complete summary of the story as a class. •Students will divide into groups at one of the available books. •Students will read the story. •Group of students will complete their summarizing organizer worksheet.

•Group of students will create a movie telling their summary of the story.

Require learner After instruction and modeling how to participation

summarize a story using the summarizing organizer. All students will be assigned to groups each group will be given a book to read. After they have read the book the groups will then be provided with a pencil, handout, and iPad. From there the students will be instructed to work together to ll out one worksheet for each group. When they are done, they will be instructed to write a summary statement at the bottom of the paper. A member of the group will raise their hand and the teacher will check their summary. When the teacher has checked over the group's work, they will be provided with an iPad the start their movie. Students will rehearse in their groups before recording their movies. The last portion of the lesson will be used to allow groups to present their movies. The students who present in each group will present by display their movies on the smartboard using the Digital Av adapter and HDMI cord. The students will be graded on their completion of the summarizing organizer worksheet, their movies, and their

participation e orts within their group.

Evaluate and revise

Formative Assessment (Process): Formative assessments will be used when the teacher conferences with each group while they are collaborating and completing the summarizing organizer worksheet. Students will demonstrate their understanding by working together while completing the summary organizer worksheet correctly using key vocabulary terms. Students' participation will be recorded used for the formative assessment. Students will be graded individually for their participation in the group and they will receive a grade as a group. The teacher will give the students the formative assessment as they work together to nish their worksheets. All students will be expected to work together in their group to complete their assignments. Also, the student’s participation in the movie of the summary will be graded. I will conference with each group and provide students with verbal feedback after they present their movies. If the majority of the students do not meet the objective, the teacher will stop ask students about to assess any misunderstandings and readdress the objective if needed. If an individual student is not meeting the objective after being formally assessed, they will be given additional instruction separate from most of the class.

Summative Assessment (Product):

The summative assessment will include each group's participation during the lesson, the correctness of their summary organizer worksheet, and the presentation of their movie. The students will receive a grade that will be graded on their induvial participation within the group, the group's completion of the story’s summary, and their role in the creation of the movie. The student's work will note the student’s ability to Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (CCSS.ELA-LITERACY.RL.2.2) and their ability to choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication (ISTE 6.a.). It will also document the student’s ability to successfully use an iPad.

Group Grading Rubric 3

Lesson

The created

The

Vocabulary

summary

created

includes 3 or

summary

more of the

includes 2

includes 1 includes 0

listed

or more of or more

or more

vocabulary

the listed

of the

terms from

vocabulary listed

listed

the vocabulary terms

vocabular

poster.

y terms

from the

vocabulary from the

from the

poster.

vocabular

y poster.

Completion

The group

of the

completed the completed

completed did not

Summary

beginning,

the

middle, and

beginning

beginning any of the

end of their

and

of their

summary.

middle of

summary.

their summary. /6

Total

The group The group complete summary.

Student Grading Rubric 3

Student’s

Participates

Sometim Particip

Participation

actively.

in group.

ates

Thoroughly

Participates

participa

minima

completes

in meeting

tes in

lly.

assigned

goals.

group.

Comple

tasks.

Completes

Complet

tes

Actively

assigned

es some

assigne

participates

tasks.

assigned

d tasks

in helping

Demonstrate

tasks.

late or

the group

s e ort to

turns in

work

help the

work

together

group work

incompl

better.

together.

ete.

Freely shares

Student’s

Communication many ideas. ideas.

Does

ideas

not share

Encourages

Listens to

when

all group

others.

encourag ideas.

members to

Considers

ed.

Watche

share their

other

Allows

s but

ideas.

people's

sharing

does

Listens

feelings and

by all

not

attentively

ideas.

group

contrib

to others.

members ute to .

discussi

Listens

ons.

Does

others.

not show conside ration for others.

Total

5 Finger Retell 5 Finger Retell is a great resource for teaching students how to retell stories. The short video helps teach students story elements using 5 nger retelling. The retelling hand diagram in the video shows that each nger represents the characters, setting, problem, events in the story, and the solution. This video is geared toward lower elementary students it is a great way for younger students to remember elements of retelling the stories by using their ngers. This video covers the common core standard (CCSS.ELALITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson).

Julie Palterman (Account Holder). (2017). 5 Finger Retell. [YouTube Video]. Retrieved on September 7, 2020 from https://www.youtube.com/watch?v=RxkY4R4bjbk Epic!

Epic is the leading digital library for kids, where kids can explore their interests and learn with instant, unlimited access to 40,000 high-quality books, audiobooks, learning videos, and quizzes for kids 12 and under. With this resource, students can see and listen to stories in a di erent way than the traditional class read-aloud. This can be used in unison with a classroom read-aloud students will need to hear a story more than once to retell it, so this website gives educators a fun free way to engage students. This website covers the common core standard (CCSS.ELA LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson).

Media Share Resources

How To Retell a Story For Kids How To Retell a Story For Kids is a great resource for teaching students how to retell stories. The short video explains how to retell a story by telling the characters, setting, and major events from beginning to end. The narrator in the video retells the story of Goldilocks and the Three Bears while using by using all the necessary components of story retelling. This video is geared toward lower elementary students it is a great way to continue the concept of retelling stories in the classroom. This video covers the common core standard (CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson). Teaching Without Frill. (Account Holder). (2016). How To Retell a Story For Kids. [YouTube Video]. Retrieved on September 7, 2020 from https:// www.youtube.com/watch? time_continue=1&v=w33-m8geuM&feature=emb_logo Imagistory: Schools Edition – A Storytelling App Imagistory: Schools Edition - A Storytelling App is a great way for students to retell stories at all reading levels. This app allows students the ability to retell stories in a creative fun way in addition to traditionally writing or speaking when retelling stories. Is also allows students to explore the main elements of the story by having kids review the illustrations rst then map out their story highlighting the beginning, middle, and end, as well as the characters, problems, resolutions, and other important points in a story arc. Imagistory is suitable for use in lower elementary classrooms. This app is compatible with iPad Requires iOS 9.0 or later. This mobile app covers the common core standard (CCSS.ELA LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson). Imagistory Publishing Limited. (2014). Imagistory Publishing Limited. [iTunes App, Cost: $3.99] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/imagistory-schools-edition-astorytelling-app/id922697169 Storyline Online

Epic. (2013). Epic [Website]. Retrieved on September 7, 2020 from https://www.getepic.com/? utm_channel=search&gclid=EAIaIQobChMIpe_I4czX6wIVbf_jBx36LwNpEAAYASAAEgJb4PD_BwE

Storyline Online. (2002). Storyline Online [Website]. Retrieved on September 7, 2020 https:// www.storylineonline.net/ Toontastic 3D Toontastic is a great to used when teaching story elements and plot. Using Toontastic to reinforce ones teaching and help students get excited about creating their own animated stories using the app. This app will allow students tell retell stories in a fun and creative way. This mobile app covers the common core standard (CCSS.ELA LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson).

Toontastic 3D. (2017). Fruit Ninja [ Google Play App, Cost: Free] Retrieved on September 7, 2020 from https://play.google.com/store/apps/details?id=com.google.toontastic

credentialed elementary educator, aiming to strengthen comprehension and verbal and written skills for English-language learners. Reading aloud to children has been shown to improve reading, writing and communication skills, logical thinking and concentration, and general academic aptitude, as well as inspire a lifelong love of reading. This website covers the common core standard (CCSS.ELA LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson).

MULTICULTURALISM IN TENNESSEE

Contributor: Haily Schroeder Sample NearPod Lesson In this unit, rst grade students will learn about the di erent cultures and customs that are present in the state of Tennessee and how those cultures correlate with each student’s community. Students may not have a clear understanding of their cultural background or the students may not understand that di erent communities with di erent cultures reside in Tennessee. Students will have immersive learning experiences through virtual eld trips to di erent countries, cultural food days, lectures over the topic, as well as hands-on activities. These experiences aim to demonstrate how many cultures, communities, and individuals can live and work together in one state. Knowledge about cultures and communities in Tennessee is important for students to know because it will enhance how they perceive our society of many residing and working together. Once students understand the relationship of communities and multiculturalism in Tennessee, they will have a greater appreciation for family traditions and ancestors that helped to create a culture that may or may not have already existed in the United States. In addition, students will also dive into the importance of understanding more than one culture and language that are used or demonstrated in Tennessee and the U.S. 1.01 Describe the cultural aspects of a place, including a student’s community and state. 1.02 De ne multiculturalism as many di erent cultures living within a community and state.

1.03 Compare and contrast family traditions and customs among di erent cultures within a student’s community and state.

ASSURE Lesson Plan Template Cultures of Dance Name:

Haily Schroeder

Subject Area(s): Social Studies

Duration of Lesson: 35 minutes

Grade Level: 1st

In the 1st Grade classroom at Walton Ferry Elementary school, there are seventeen girls and six boys, creating a classroom of 23 students. The students range from predominantly Caucasian, to three African American students, and two Hispanic children. The ages of the students are between seven and eight years old. There are ve lower level students; one student is on the spectrum but is able to focus and have a majority of inclusion within the classroom. There is one English Language Learner, however she can speak English well and can understand what is spoken to her. The remaining students are uent with the English Language. Walton Ferry Elementary is predominantly Caucasian with a mixture of African American and Hispanic students. The school itself, has many low students, and therefore the school provides free breakfast and lunch to all students who would like to eat. The school also has its on-site o cer for protection around the school.

Analyze learners

Technology: Students already know how to navigate around a tablet and how to nd speci c educational apps on the tablet. For this lesson, students will need to know how to use the Culture Music app downloaded to the tablets.

Lesson:

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Students already know the de nition of dance and how to move their bodies to create a dance. For this lesson, students will need to know and understand how each country has a di erent type of dance, and what each of those dance moves symbolize.

State Standard:

objectives

1.Describe the cultural aspects of a place, including a student’s community and state.

Technology Standard: 7.a. Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

Behavioral Objective: Given access to a tablet and web-based resources, rst grade students will analyze a culture festival lm to expand their knowledge over di erent culture dances. Then, to demonstrate their understanding, students will be placed in groups of two and will be asked to display a culture dance move from the lm that symbolizes an aspect of the culture.

Language Objective: Students will be asked to identify domain speci c vocabulary words that pertain to the lesson topic of culture.

Key Vocabulary: Jig, Indian Dance, Irish, Mexican Hat dance, folk dance, samba, salsa, tango, ballet.

Academic Language Functions: fi

State & NETS*S

Teacher Materials

Select instructional

•Tablet for video (teacher-centered)

methods, media, and materials

•Access to the internet with YouTube available (teacher-centered) •Dry erase board and markers (teachercentered)

Student Materials •Writing notebook (student-centered) •Pencils (student-centered) •Culture Dance Film - Ryan J., Oct 9, 2018. 2018 Celebrate Nashville Cultural Festival. YouTube. Retrieved on Sept. 9, 2020 from https://www.youtube.com/watch? v=LBv5w2FamUw (student-centered) •Culture music app - The Melody Book, 2013. Jazzy World Tour – Learn Music. App Store. Cost: $4.99. Retrieved on Sept. 9, 2020 from https://apps.apple.com/us/app/jazzy-worldtour-learn-music/id630916780 (studentcentered) •Dance Around the world – Excellent English Teachers., May 12, 2020. Dances Around The World. YouTube. Retrieved on November 16, 2020 from https://www.youtube.com/watch?

v=DNqjZ03zH-s

Media:

Utilize media and materials

•Preview culture dance lm -- *previewed and approved* •Culture music app -- *previewed and approved* •Dances Around the World -- *previewed and approved* •Prepare one tablet with dance lm to be projected on white board. •Access to projector and Wi-Fi. •Make sure tablets are charged. •Download app to each tablet. •Have app ready for each student on tablet.

Classroom: •Clear a space at front of classroom for students to demonstrate their desired culture dance move. •Have access to students writing notebooks. •Make sure pencils are sharpened and ready for students. •Dry erase markers for white board. •Writing space on board for vocabulary words.

Learner:

•Introduce the lesson by having the students watch the culture dance lm. Play the lm a second time for students to analyze dance moves. •Introduce “dances around the world” lm and have students analyze deeper the di erent styles of dance. •Have students get into pairs of two and demonstrate, one at a time, the culture dance they enjoyed from the video most. •Write vocabulary words on board for students to use while writing their sentence frame responses.

•Have students write two sentences using the

Require learner

After students watch the Culture Dance Film

participation

twice, I will ask the students what they noticed throughout the lm, or even what they wondered about the lm. To expand more on the culture of dance, I will play a second lm Dance Across the World and have each student o er a response of what they noticed in the lm. Then after a brief discussion over each dance move, students will group up in pairs of two or three and demonstrate their understanding of a dance move from one of the lms. These dances can range from Ballet, Indian Dance, Irish Jig, and Mexican folk dances. Once students have demonstrated their speci ed dance move, students will be asked to return to their seats. Each student will need to grab their writing notebook and a pencil. After materials are in hand, I will explain that using the knowledge of dance culture and the vocabulary words written on the board, students will need to complete the sentence frame written on the board. Students need to respond in a cohesive sentence that makes sense and must use one of the vocabulary words written on the board. After the class has nished the writing prompts, I will choose three students to explain what they wrote and why. To complete the lesson, students will each be given a tablet that already is prepared with the Culture Music App. This allowance of the app will close the lesson and add background knowledge to the

following dayâ&#x20AC;&#x2122;s lesson over music.

revise

The formative assessments used throughout this lesson will be gathered from the studentâ&#x20AC;&#x2122;s discussions as well as demonstrations. As I am having my students demonstrate their favorite culture dance moves, the formative assessment will be used to evaluate how well each of my students can accurately model a di erent type of dance. Although there is not a correct way to dance, students will be evaluated by a performance rubric on accuracy of the dance culture. During discussions over each dance move from the lms, I am expecting students to provide thoughtful and interesting answers to what they noticed and wondered about the dances. For my students who do not want to participate in the dance demonstration, I would have them draw their favorite dance culture from the video. The evidence collected by my formative assessment, will be to display how well each student was analyzing the lms and how well they understand the type of dance to demonstrate it to the class.

Summative Assessment:

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The summative assessment for this lesson, will be evaluated through the students written responses of the sentence frame. Students will be asked to use not only the vocabulary words on the board, but also use familiar sight words to write a cohesive sentence. The written responses I expect to see must have correct punctuation and capitalization. This portion of the lesson will be completed individually in each studentâ&#x20AC;&#x2122;s writing notebooks. The studentâ&#x20AC;&#x2122;s will be expected to write two sentence responses based on the sentence frame. After each student has completed their sentence prompts, I will choose three students who will reveal their written work to the class. This summative assessment will allow students to develop ideas on their own and to focus on a writing opportunity. These notebooks will be graded based on a rubric following the guidelines of writing, such as Punctuation, Use of Vocabulary, and Accuracy to the topic. If a student has di culty during this writing portion of the lesson, I will assist the student in the letter/sound combination of the word.

Formative Assessment (Process):

Evaluate and

Media Share Resources Cultures of the World | A fun overview of the world cultures for kids This video is a great informative way for students to not only understand the meaning of culture, but to also dive into vocabulary. The video adds to the Tennessee Social Studies State Standard 1.SS 1.03.) Compare and contrast family traditions and customs among di erent cultures within a studentâ&#x20AC;&#x2122;s community and state. Made just for kids, the Cultures of the World YouTube video, is a great addition to a classroom lesson. This video discusses popular vocabulary words for a culture lesson such as: Society, Community, and Culture. In addition, the video displays vivid and personal examples of culture in a child's everyday life.

Clarendon Learning, Jan 27, 2020. Cultures of the World | A fun overview of the world cultures for kids. YouTube. Retrieved on Sept. 9, 2020 from https://www.youtube.com/watch?v=RwSYrsjTiW4&t=66s How to Explore Native American Culture in Tennessee This article can be found on the Culture Trip website, and it allows the students as well as the teacher, to read a detailed summery over the di erent cultures presented in multiple cities of TN. The article correlates with the Tennessee State Social Studies Standard 1.SS: 1.01) Describe the cultural aspects of a place, including a studentâ&#x20AC;&#x2122;s community and state. The website shows speci c culture headdress for each of the cities mentioned. Students will be able to view a small glimpse into the wide variety of cultures that surround the Nashville area. In addition, this site is a great resource for teachers to use if they would like to have a more speci c and detailed approach in explaining the many cultures surrounding the

mid-Tennessee area.

Culture Trip. (2017, July 3) How to Explore Native American Culture in Tennessee. Retrieved September 23, 2020, from https://theculturetrip.com/north-america/usa/tennessee/articles/how-to-explore-nativeamerican-culture-in-tennessee/ Jazzy World Tour Learn Music The app allows students to play educational games that focus on di erent parts of the world and the communities in those countries. Jazzy World Tour is speci c to teaching children about the instruments used in many countries, even countries that are not often discussed. The app correlates to the Tennessee Social Studies State Standard 1.SS 1.02.) De ne multiculturalism as many di erent cultures living within a community and state. Through the app, students are taken on a journey to countries many children are not familiar with. For that reason, this app truly enhances the culture experience and opens the door to a fun learning environment. The Melody Book, 2013. Jazzy World Tour – Learn Music. App Store. Cost: $4.99. Retrieved on Sept. 9, 2020 from https://apps.apple.com/us/app/jazzy-world-tour-learn-music/id630916780 Kids World Cultures – educational games for travel Kid World Cultures gives students the opportunity and privilege to interact with music and culture of a speci c state or country. This app perfectly aligns to the Tennessee Social Studies State Standard 1.SS 1.02.) De ne multiculturalism as many di erent cultures living within a community and state. Not only are kids interacting with an app that is designed around culture, they are also traveling the world discovering new cultures. A major component in my unit rationale was to discuss how cultures vary across the world, and this app gave students the ability to travel virtually and on the go. Kid World Cultures is also free! Planet Factory Interactive, 2016. Kids World Cultures – educational games for travel. App Store. Free. Retrieved on Sept. 9, 2020 from https://apps.apple.com/us/app/kids-world-cultures-educational-gamesfor-travel/id988799879 Nashville Cultural Festival in 2018 This video demonstrates an accurate presentation of the multiple types of dance and art from many cultures around the Nashville area. The video does a great job connecting with the Tennessee Social Studies State Standard 1.SS 1.03.) Compare and contrast family traditions and customs among di erent cultures within a student’s community and state. The Nashville Cultural Festival embraces many di erent cultures and their version of dance around the middle Tennessee area. Throughout the video, students can see Indian tribal dances, the Irish jig, custom Indian dances, as well as mariachi singers, Italian singers, and Mexican tribal dances. This is an informative and fun way to visually understand cultures in a student’s state and community. Ryan J., Oct 9, 2018. 2018 Celebrate Nashville Cultural Festival. YouTube. Retrieved on Sept. 9, 2020

from https://www.youtube.com/watch?v=LBv5w2FamUw

This article can be found online at iExplore, and it displays information regarding Tennessee’s culture and how multiple cultures developed in and throughout Tennessee. This article connects with Tennessee State Social Studies Standard 1.SS: 1.01) Describe the cultural aspects of a place, including a student’s community and state. Teachers can use this article to become better familiarized with the di erent cultures around Tennessee. In addition, the website can be used for instructional purposes or for more information about the topic. iExplore. Tennessee – History and Culture. Retrieved September 23, 2020, from https://

www.iexplore.com/articles/travel-guides/north-america/united-states/tennessee/history-and-culture

Tennessee – History and Culture

SECOND GRADE

12 2

Contributor: Samuel Cummins Sample NearPod Lesson In this unit, my second grade students and I will be covering American History and chronology. These students may not be aware of important American gures and their contributions to our society as a whole. Additionally, some of my students might not have a developed sense of chronology or the concept of historical space. Students will learn about the lives and works of important American gures from a variety of backgrounds. Students will also learn about chronology and the di erence between primary and secondary documents. The class will solidify their understanding of this unit through virtual eld trips of historical sites, biography projects that use both primary and secondary sources, and group work. This unit will ultimately give students a more concrete connection to the history of the country in which they live. Through the study of a diverse range of historical gures, students of all backgrounds may be able to nd inspiration, using these gures as examples of model citizens. Studying and understanding American History is a learning expectation covered under Tennessee Social Studies Standards. 2.29 - Examine the signi cant contributions made by people of the U.S. 2.30 - Describe periods of time in terms of days, weeks, months, years, decades, andÂ centuries 2.31 - Analyze and interpret events placed chronologically on a timeline

â&#x20AC;¨

2.32 - Contrast primary and secondary sources

AMERIC AN HISTORY AND CULTURE

American History and Chronology Samuel Cummins Subject Area: Social Studies Grade Level: 2nd Grade

Duration of Lesson: 45 Minutes

Name:

General Characteristics:

Analyze learners

In the second grade class at Abcedee Elementary School, there are fteen students, which include 9 females and 6 males. The students range from African American, Caucasian, and Hispanic, and are between the ages of 7 and 8. One student has an active 504 for ADHD and one student has an active IEP for a speech impairment. All students are uent in English, and none are ELLs, as evidenced by my conversations with my students at the beginning of the school year. Most students are at least brie y familiar with the founding fathers, as covered in preassessments given at the beginning of the year. Most students are at grade level pro ciency in reading and writing skills, but there are three students in the class who are well below the second grade competencies in reading and writing. These three students have been assessed through preassessments and state standards examinations, scoring below 2nd grade reading and writing benchmarks. Additionally, all of the students possess the appropriate math skills to handle basic addition and subtraction operations required for the lesson.

Curriculum Competencies: To complete this lesson, students will need to be able to read and write at a 2nd grade pro ciency. Students will also need to know how to add and subtract 4 digit numbers.

Technology Competencies: To complete this lesson, students will need to be able to know how to use a web browser on a computer or a tablet and know how to copy and paste URL links. Students will also have to be competent on basic word

processing software via Google Docs.

Tennessee State Social Studies Standards:

State & NETS*S

2.29 - Examine the signi cant contributions made by people of

objectives the U.S.

2.30 - Describe periods of time in terms of days, weeks, months, years, decades, and centuries 2.31 - Analyze and interpret events placed chronologically on a timeline

Behavioral Objective: Given biographical websites and a word document, students in the second grade class will gather and record ve biographical items from a founding father of their choice. Then, given a blank piece of paper and coloring implements, students will be able to create a chronologically accurate timeline with their ve biographical points with two complete sentences per point and accurate date format (Month, Day, Year). Language Objective: Key vocabulary: Founding, America, Month, Date, Year, Revolution, President, Congress, Declaration of Independence, Constitution, Diplomat, British, Timeline, Biography, Event, Historical, Research, Take Notes.

Academic Language Functions: To express understanding, students will use terms from the key vocabulary list to research their subjects, and gain understanding of the signi cance of the information on the biographical websites. The students will then use the information from these websites to take notes, using terms listed above. The students will then transfer their notes to their own timelines, which will then be presented at the end of the lesson, showing they have understanding of historical terminologies.

The vocabulary terms taught at the beginning and through the course of the lesson will provide students with the context for their research, and the teacher will do a brief demonstration at the beginning of the lesson on how these terms are used in the context of research.

Select instructio nal methods, media, and materials

Curriculum Materials:

●15 pieces of white A4 sized cardboard paper (student centered)

●Crayons and colored pencils for each table group to share (student centered)

●15 pencils (student centered) ●One completed timeline done by the teacher to act as a model

Technological Materials:

●Website from Library of Congress: Library of Congress. (2020). Meet Amazing Americans America’s Story (From America’s Library. [Website]. Retrieved on September 7, 2020 from http:// www.americaslibrary.gov/aa/index.php (student centered)

●15 tablets or chromebooks with WiFi/internet connection

●1 computer (teacher centered) ●1 projector or smart board (teacher centered) **Any teacher using this lesson plan should use a rubric to determine the educational value for the

learner and learning environment **

Preview and Prepare Materials:

Utilize media

●Preview the biographical website -- *previewed and approved*

and

●Create example timeline to model for the class, make it available to display

materials

on the projector via the computer

●Check that there are enough papers for each student ●Check that there are enough crayons and colored pencils for each table group

●Make sure the computer’s display is visible on the projector ●Make sure the website is pulled up in one of the browser tabs of the display computer

●Make sure a blank google docs le is open on the display computer ●Make sure a blank google docs le is open on each tablet/chromebook ●Make sure the website is bookmarked on all of the tablets/chromebooks Prepare the Classroom

●Turn down the lights for the projector ●Pull down the display screen/turn on smart board ●Turn the projector/smart board on Prepare the Learner

●Introduce the lesson by showing the model timeline to the class over the projector, pointing out each element of the timeline that students will complete by the end of the lesson

●Present the website ●Model how to use the website by nding historical gures, clicking on their bios, and opening their pro les

●Open the Google docs tab on the display computer and model how to make a bulleted list

●Call up a couple of students to the teacher computer to demonstrate how to get points from the website and write them down in the Google doc

●As soon as students show pro ciency, direct the rest of the class to choose their gure and begin their research

●Put the teacher timeline model up on the display for the class to see while they make their timelines

●Students will complete the timeline task individually ●If the students do not complete the task in class, then they will be given the

option to nish it at home or work on it during a free period

Require

After the instruction on the use of the websites, the

learner

students will be directed to select their historical gure.

participat The teacher will then go around to each student and ion

con rm that they have selected a gure and are clear on the steps for the project. The students will then work through their selected bio, pulling facts from the website and typing them onto the google doc. At this point, the students will draw the timeline on the piece of paper using the coloring implements. At three di erent points on the timeline, the students will handwrite an event that occurred in their gure’s life with the date of the event (month, day, year) included. The last portion of the lesson will be for the students to present their timelines to the class, even if they have not yet completed their timeline. The important thing is that they can express the events in chronological order ( rst they…, then they…, and then they…).

If a student is struggling with the project, pair the student with another student who may be comfortable with the project guidelines. If the student is still struggling with the task, you can provide the student with further models of how the project can be

completed.

and revise

Describe how/when artifact presentation, rubric scoring, and discussion of ideas for improvement will occur. Include the artifact rubric

Formative Assessment (Process): ●Formative assessments in this lesson include student observation when they are doing their research and constructing their timelines. Students will demonstrate understanding by navigating the website, making lists on Google docs, and creating chronologically accurate timelines. The teacher should walk around to each student and make sure that they have a solid plan for their timeline, which includes selecting a gure, making a list of facts, and putting those facts in order on the physical timeline. While observing each student, the teacher will record each student’s participation and progress in their gradebook. The teacher will give students immediate constructive feedback during their rotations, and will provide additional instruction and clari cation if needed. If the objective is not met by a large enough percentage of the class, then the teacher should break up the project into smaller steps and spend more time on areas that students are having trouble with. If the students are having pronounced di culties in understanding and completing the assignment, then this lesson can be broken up into two parts, research and timeline creation.

Summative Assessment (Product):

ffi

●The summative assessment will be the creation of the timeline for their historical gure as well as the accompanying presentation. The students will receive a grade based on their e ort, their inclusion of three separate facts, the chronological accuracy of the timeline, and the neatness and creativity of their nal timeline. The students will also receive a grade based on the their timeline presentation, if they can articulate each event in chronological order. The student’s work will document the student’s ability to examine the signi cant contributions made by people of the U.S. (TN Social Studies Standard 2.29), describe periods of time in terms of days, weeks, months, years, decades, and centuries (TN Social Studies Standard 2.30), and analyze and interpret events placed chronologically on a timeline (TN Social Studies Standard 2.31). It will also document students’ ability to use word processing software and gathering textual material from a website.

Evaluate

Timeline Presentation Rubric:

Media Share Resources

Cartoon for Kids!! Now and Then. Social Studies for Children This is an e ective and entertaining video that breaks down the concepts of past and present, as well as how things can change over the span of years and decades. The animated kids in the video invent a machine that can look back in the past, and show us how their house and their town have changed over the last hundred years. Cartoon for Kids!! Now and Then. Social Studies for Children is a great resource for second graders in that it breaks down the concepts of past and present in a concrete and relatable way, using a cartoon format that kids can easily relate to and be engaged with. Additionally, by addressing units of time such as years and decades, this video aids with alignment of Tennessee Social Studies Standard 2.30 (describe periods of time in days, weeks, months, years, decades, and centuries), as well as Social Studies Practice SSP.05 (develop historical awareness by sequencing past, present, and future in chronological order and understanding that things change over time).

Cartoons Time (Account Holder). (2019). Cartoon for Kids!! Now and Then. Social Studies for Children. [YouTube Video]. Retrieved September 7, 2020 from https://www.youtube.com/watch?v=zEvWGYgmaTE

Civil Rights Act of 1964 | Montgomery Bus Boycott for Kids | Rosa Parks and Martin Luther King

This video is a great introduction to the nature of segregation in the United States during the Jim Crow era, the Montgomery Bus Boycott, and the contributions of Rosa Parks and MLK to the Civil Rights Era. It does a great job of breaking down the terms “boycott”, “activist”, “segregation”, and “civil rights” for a younger audience, who may not be familiar with those terms. The video also serves to familiarize children with the basic idea of what individuals like MLK and Rosa Parks did to end the practice of segregation. The video aligns with Tennessee Social Studies Standard 2.29 (examine the signi cant contributions made by people of the U.S.), as MLK and Rosa Parks are included in the list of individuals marked for inclusion. Additionally, the video can serve as a transition into the civil rights era as a whole, giving students an easily digestible introduction to the era.

Kids Academy (Account Holder). (2019). Civil Rights Act of 1964 | Montgomery Bus Boycott for Kids | Rosa Parks and Martin Luther King. [YouTube Video]. Retrieved September 7, 2020 from https:// www.youtube.com/watch?v=WKEGou1zPII History Timeline for Kids History Timeline for Kids is an educational timeline app that allows students to explore di erent world historical events through interactive timelines that contain facts, clues, audio recordings, and fun animations that present each historical event or period in an engaging way. This app is valuable in that it contains events that span from the beginning of human history up to modern day, giving students an introduction to a wide and diverse range of world events. History Timeline for Kids also serves to familiarize students with the structure of a timeline and chronology, topics aligning with Tennessee Social Studies Standard 2.31 (analyze and interpret events placed chronologically on a timeline). The only drawback is that the app is not free ($2.99), and there might be issues providing it to an entire classroom. Although the app has also not been updated in almost six years, it can still provide a fun and relevant historical experience for all students. Abecedaire. (December 18, 2014). History Timeline for Kids. [Google Play Store, Cost: $2.99]. Retrieved on September 7, 2020 from https://play.google.com/store/apps/details?id=air.History Meet Amazing Americans - America’s Story (From America’s Library) This section on americaslibrary.gov, a website created by the Library of Congress to serve as an educational resource on American History for school-aged children, would align e ectively with Tennessee Social Studies Standard 2.29 (examine the signi cant contributions made by people of the U.S.). Meet Amazing Americans has a wide range of sections for students to explore, including but not limited to: U.S. Presidents, Leaders and Statesmen, Activists and Reformers, and Scientists and Inventors. The page for each gure contains a short biographical paragraph, which employs a reading level on par with second grade reading levels. The website may look a little dated, but it contains lots of valuable and interesting information about U.S. History. Students should also explore di erent sections on the website including games, interactive media, and other great tidbits of American History. The website itself is super intuitive to navigate; students could easily spend hours digging through American Historical content! Library of Congress. (2020). Meet Amazing Americans - America’s Story (From America’s Library. [Website]. Retrieved on September 7, 2020 from http://www.americaslibrary.gov/aa/index.php Quizizz: Play to Learn

Quizizz is an app where teachers can create quizzes for their class, and students can then take these quizzes as a group. Teachers can then see all of their student’s results and adjust their quizzes accordingly. The app has thousands of quizzes in di erent subject areas, and can be used for almost any subject. Quizizz is also unique in that there are fun graphics and features like “redemption quizzes” that can keep both students and teachers engaged when they use the app. As far as alignment is concerned,

Quizizz, Inc. (August 28, 2020). Quizizz: Play to Learn. [Google Play Store, Cost: Free]. Retrieved on September 7, 2020 from https://play.google.com/store/apps/details?id=com.quizizz_mobile Timeline This web interactive from The International Literacy Association and The National Council of Teachers of English provides students with an opportunity to make their own timelines. It aligns with Tennessee Social Studies Standard 2.31 (analyze and interpret events placed chronologically on a timeline), as it would give students an interactive way to internalize how timelines function. With this tool, 2nd grade students could make timelines of their day, week, year, or period of their life, which would also align with Tennessee Social Studies Standard 2.30 (describe periods of time in terms of days, weeks, months, years, decades, and centuries). Additionally, this resource could be used in conjunction with history lessons, with students placing historical events or gures in order on their own timeline. Unfortunately, with a 2nd grade audience, the instructor might have to spend some time teaching the students how to use the website, as some of the functions arenâ&#x20AC;&#x2122;t the most intuitive.

ILA/NCTE. (2020). Timeline. [Website]. Retrieved on September 7, 2020 from http:// www.readwritethink.org/classroom-resources/student-interactives/timeline-30007.html and http:// www.readwritethink.org/ les/resources/interactives/timeline_2/

Quizizz can be aligned to all standards in the unit (2.29-32), as a quiz can be created covering any subject matter on which the teachers need to assess. This app is compatible with all Android devices 4.4 and up.

CULTURE

Contributor: Destiny Pennington Sample NearPod Lesson In this unit, second graders will identify various cultural groups within the U.S. and their community. Students may not understand what culture is or that there are other cultures beside their own and how they function. Students will have learning experiences through eld trips, being partnered with students of di erent cultures, and using devices to record videos of people doing what is considered “normal” for their culture. These various activities will guide students' understanding of di erent cultures and allow them to see how they are similar or di erent from their own. Learning about other cultures within the U.S. and their community will help students be more understanding of people, how they act, why they act the way they do and learn to respect others despite their di erences. Students will explore how collaboration and respect for others is necessary to achieve and maintain a functioning society. 2.01 Identify various cultural groups within the U.S. and the students’ community. 2.02 Compare and contrast the beliefs, customs, ceremonies, and traditions of the various cultures represented in the U.S.

2.03 Distinguish how people from various cultures in the community and nation share principles, goals, and traditions.

ASSURE Lesson Plan Template Name: Destiny Pennington

Subject Area(s): History

Duration of Lesson: 40 mins

Grade Level: 2nd

Analyze

In the 2nd grade class at Hattie Cotton Magnet Elementary School, there are 20

learners

students. 11 of the students are boys and 9 of the students are girls. The school and class are very diverse with a mix of African American, Hispanic, and Caucasian students. The students in the class are all 7 to 8 years old. There are 3 ELL students who receive services weekly. The remainder of the class speaks pro cient English for their age and grade level. 4 students have individualized educational Plans. The school is not predominantly made of one ethnic background. Hattie Cotton is a Title 1 school which means that it receives a large amount of federal funding. Most of the student are from low income families.

Curriculum Competencies – To complete this lesson, students must know how to compare and contrast di erent cultures in the US. Technology Competencies – To complete this lesson, students must know how to

navigate a computer and open Word.

State &

State Standard

NETS*S

Students will explore how collaboration and respect for others is necessary to achieve

objectives

and maintain a functioning society.

2.02 Compare and contrast the beliefs, customs, ceremonies, and traditions of the various cultures represented in the U.S.Â

ISTE Standard 3c. Students will curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

Behavioral Objective: Given the story and a blank Word document, the learners will create a Venn diagram using Word in order to demonstrate their ability to compare and contrast and their knowledge of the di erent cultures of the US identifying at least 2 facts for each culture and 2 facts that are the same for both cultures. Language Objective: Key Vocabulary â&#x20AC;&#x201C; compare, contrast, culture, community, alike, di erent

Students will compare and contrast di erent cultures after they observe the video. Students will have the opportunity to practice during an open discussion after and during the video as we use our sentence frame and observation skills to identify similarities and di erences between the cultures in the US.

Linguistic forms: The ____ culture is like the _____ culture becauseâ&#x20AC;Ś

What materials will the YOU (teacher-centered) need in order to teach this lesson?

Select instructional methods, media, and materials

•

Book - My Food, Your Food, Our Food by Emma Carlson Berne

•

Laptop with internet access

•

Compare and contrast video https://www.youtube.com/watch?v=SBTldiZu8Sc

•

Smartboard/Dry erase board

What materials will your students (student-centered) need? •

22 Laptops with internet access

•

Word application

***Any teacher using this lesson plan should use a rubric to determine the Utilize media

educational value for the learner and the learning environment*** •To prepare the MEDIA AND MATERIALS, pre read the book My Food, Your Food,

and materials

Our Food to be prepared for unfamiliar words or other text features. Ensure that the teacher’s laptop and all the students laptops are charged and are connected to the internet. Each device should already have the Word application downloaded. Preview the compare and contrast video link and ensure that the link is still accessible. •To prepare the CLASSROOM, check that the laptop cart is there and plugged in. Check that the smart board is working to display the video. Turn o the lights when playing the video. •To prepare the LEARNERS for the lesson, introduce what the lesson will be about today and inform them of the objectives. Read over the key vocabulary words with de nitions before reading the read aloud. Read the book My Food, Your Food, Our Food and get a discussion started comparing and contrasting the di erent characters, encourage students to use the vocabulary words and sentence frames that you provide. Play the compare and contrast video. When the video allows for students to practice open word and demonstrate how they will create their own Venn diagram. Show students how to open a blank document, choose the marker to draw 2 circles, double click to type in di erent areas, and how to save their work at the end. Use your Venn diagram as practice and compare something familiar to the learners like a dog and cat. After a practice round allow students to use their laptops and create their

own Venn diagram with at least two facts in each section.

Require learner After completing the practice Venn diagram with the teacher, the students will each participation

get their own laptop and be broken of into pairs. The students will be instructed to open word and create a Venn diagram as shown by the teacher in the example. From there students will be allowed time to think and discuss with their partner and ll in their own diagrams on their own computers. After students have completed this activity, they will save their work. The teacher will Create another Venn diagram with

Evaluate and revise

the entire class and students will put all their facts together on one diagram. Formative Assessment (Process): The formative assessments used in this lesson will include observations while students do partner work, the completion of the Venn diagram with at least a 3 or 2 based o the rubric and the student’s ability to explain what they wrote using the vocabulary words from the lesson. Students will demonstrate understanding as they work and communicate with their partners to complete the Venn diagram. I expect to hear students use the vocabulary words like “alike” and “di erent” and the sentence frames provided as they work. The Venn diagrams will be reviewed and scored based o of the rubric. Students are expected to have at least two facts in each section of the diagram. If the students are not meeting the objective the lesson will be paused and the class will work with the teacher to be reminded of what it means to be the same or di erent and nd examples from the story.

Summative Assessment (Product): The summative assessment will be the scoring of each students Venn diagram at the end of the lesson and also how well students can take information from one source (the story) and use a digital source (Word) to create a collection of artifacts that demonstrate connections (Venn diagram). The results will demonstrate student’s ability to open Word and use the tools within it to draw and type and also the ability to compare and contrast cultures. Students will be able to re ect upon their work at the end of the lesson when I create a Venn diagram for the entire class and combine all of their facts. Questions will be asked along the way to see if students followed the same steps as me or found their own way to complete the assignment. I will ultimately be evaluating the creation of the diagram and the information on the diagram. The students are expected to score at least a two based o of the rubrics for

the state standards and ISTE standards.

CATEGORY Can Recall

Student recalls

Details From

several details for several details for locate most of

locate details

Story

each main point

with accuracy.

Student recalls each main point,

2 1 Student is able to Student cannot the details when

without referring but needs to refer looking at the

Identi es Facts

to the article.

to the article,

article.

Student

occasionally. Student

No category has

Student has

accurately locates accurately locates a minimal of 2

di culty locating

at least 2 facts for at least 2 facts for facts

facts for each

each category

category.

some categories.

Technology CATEGORY Requirements

4 3 2 1 All requirements All requirements One requirement More than one are met and

are met.

exceeded. Organization

Document

ffi

Content

was not

requirement was

completely met.

not completely

Content is well

Uses headings or

Content is

met. There was no

organized using

bulleted lists to

logically

clear or logical

headings or

organize, but the

organized for the

organizational

bulleted lists to

overall

most part.

structure, just

group related

organization of

material.

topics appears

Correctly opens

awed. Correctly opens

Needs some

Need full support

document. Uses

most document.

assistance

to create the

the correct tools.

Use most of the

assistance to

document, nd

Saves document.

correct tools.

open document

the tools, and

Saves document.

and nd tools.

save document.

lots of facts.

Cultures Around the World Cultures Around the World is a quick video that addresses what makes cultures di erent. This video includes real photos of people in their native lands, native clothing and food of their cultures. This video includes pictures and words which will bene t visual students. 2.02 Compare and contrast the beliefs, customs, ceremonies, and traditions of the various cultures represented in the U.S. 2.03 Distinguish how people from various cultures in the community and nation share principles, goals, and traditions.

Neyra Hanley. (2015). Culture Around the World [Video], Retrieved on September 7, 2020. https:// www.youtube.com/watch?v=hTxKv5n5M2Y Cultures of the World

Cultures of the World | A fun overview of the world cultures for kids is an educational video that gives an overview of what it means to have a di erent culture from someone and what makes your culture di erent, things such as language, food, and clothing. This video o ers pictures and videos of real people instead of cartoons so that students can see the cultures and what it represents in an authentic way. This video explores the American culture, French, Chinese, and many other cultures around the world.

Media Share Resources

2.03 Distinguish how people from various cultures in the community and nation share principles, goals, and traditions.

`Clarendon Learning. (2020). Cultures of the World | A fun overview of the world cultures for kids [Video]. Retrieved on (September 7, 2020) https://www.youtube.com/watch?v=RwSYrsjTiW4&t=58s Kids World Cultures Kids World Cultures allows children to explore places and people all over the planet. It shows children how things are done in di erent parts of the world in terms of housing, education, dress, and entertainment. This app is equipped with hundreds of HD pictures and videos, multiple games and exciting graphics. Kids World Cultures gives students the opportunity to identify di erent cultural groups and compare and contrast them. 2.01 Identify various cultural groups within the U.S. and the studentsâ&#x20AC;&#x2122; community. 2.02 Compare and contrast the beliefs, customs, ceremonies, and traditions of the various cultures represented in the U.S. Planet Factory Interactive S.L., (2016). Kids World Cultures- Educational Games for Children [Mobile App, Free]. Retrieved on [September 3, 2020] National Geographic Kids

National Geographic Kids is a good source for students to explore each state within the United States. There is a link for each state for students to look through. Under those links there is information about where it's located, its people, wildlife, fun facts and much more. There is lso information and pictures about the Native Americans. After exploring the website students can play games and take quizzes about all the information they just learned.

2.01 Identify various cultural groups within the U.S. and the studentsâ&#x20AC;&#x2122; community.

National Geographic Kids. (2015). Retrieved September 08, 2020, from https:// kids.nationalgeographic.com/ One Globe Kids- All Friends One Globe Kids- All Friends is an interactive mobile app that provides students the opportunity of meeting other children from around the world. Experience the similarities and di erences with these other children through their stories, games, and langage. This app includes 21st century skills likke global competency, cross-culture communication and social and emotional intelligence. It also includes cross curricular education toolkits for elementary and is multilingual. 2.01 Identify various cultural groups within the U.S. and the studentsâ&#x20AC;&#x2122; community. 2.02 Compare and contrast the beliefs, customs, ceremonies, and traditions of the various cultures represented in the U.S. 2.03 Distinguish how people from various cultures in the community and nation share principles, goals, and traditions. Globe Smart Kids Inc., (2019). One Globe Kids- All Friends [Mobile App, $9.99]. Retrieved on [September 3, 2020]

Touchable Earth Touchable Earth is an interactive website that allows students the opportunity to choose di erent countries to explore. Each link takes students to a page which displays the country's ag, anthem, capital and many other details. There are also videos of other students from that country discussing these topics. This video allows students to see others of their same age and grade and learn about their country while doing so. Other topics such as money, clothes, dances and symbols are also discussed via video by elementary students from that country. 2.01 Identify various cultural groups within the U.S. and the studentsâ&#x20AC;&#x2122; community. 2.02 Compare and contrast the beliefs, customs, ceremonies, and traditions of the various cultures represented in the U.S. 2.03 Distinguish how people from various cultures in the community and nation share principles, goals, and traditions.

Touchable Earth Foundation. (2017). Places. Retrieved September 08, 2020, from https:// www.touchableearth.org/places/

2.01 Identify various cultural groups within the U.S. and the studentsâ&#x20AC;&#x2122; community.

CULTURAL GROUPS

Contributor: Katelyn Phillips Sample NearPod Lesson In this unit, second grade students will learn about various cultural groups within the United States. This may be a di cult lesson for some students if they have not ever been introduced to other cultures besides their own. Along with this challenge, the vocabulary in this lesson may be puzzling for some of the students. Students can build on their previous knowledge of cultures within their community and state and how individuals, families, and communities live and work together. Throughout the unit, students will explore how collaboration and respect for others is necessary to achieve and maintain a functioning society. Along with conducting research, students will participate in interactive educational games, watch academic videos on a variety of cultures, and explore di erent cultures through mobile apps. Learning about various cultures in the community is important to society because students need to know that not everyone is the same and that the United States is made up of a melting pot of people. Once students can comprehend the di erences and similarities in various cultures, they will be able to connect to the Indigenous Peoples through European Exploration standard. Culture: 2.01 Identify various cultural groups within the U.S. and the studentsâ&#x20AC;&#x2122; community. 2.02 Compare and contrast the beliefs, customs, ceremonies, and traditions of the various cultures represented in the U.S. 2.03 Distinguish how people from various cultures in the community and nation share principles, goals,

â&#x20AC;¨

ffi

and traditions

ASSURE Lesson Model Various Cultures Name:

Katelyn Phillips

Subject Area(s): Social Studies

Duration of Lesson: 50 minutes

Analyze learners

Grade Level: 2nd

In the second-grade classroom at Howard Elementary, there are eighteen students. Out of the eighteen students, ten males and eight females. The students range from African American, Caucasian, and Hispanic and are between the ages of seven and eight years old. There are four autistic students who have an IEP who receive social skills, work skills, speech therapy and language therapy. Two students have an IEP for occupational therapy and language/speech therapy. One student is an English Language Learner who receives additional support for the speech therapist. The remaining students are uent with English Language. The school is classi ed as a Title 1 school. Howard Elementary is a part of the program where all students are given breakfast and lunch at no charge. This ensures that students receive the nutrients needed to stay focused throughout the day. Curriculum Competencies: To complete this lesson, students will need to know cultural aspects such as community. Students will need to be able to compare and contrast family traditions and customs among di erent cultures within a student’s community. Students will have learned this in rst grade. Technology Competencies: To complete this lesson, students will need to know how to navigate their

Google chrome books and how to use Google slides.

State & NETS*S

ISTE Standard:

objectives

6A Creative Communicator: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. State Standard: 2.03 Distinguish how people from various cultures in the community and nation share principles, goals, and traditions. Behavioral objective: Given access to Google presentation software and web-based resources on various cultures, second grade students will present a Google presentation that shows the community, traditions, and beliefs of their chosen culture. Language objective: Key vocabulary: culture, tradition, belief, community, ceremonies, compare, contrast, principles, goals. Academic Language Function: To express understanding, students will use their academic vocabulary to create their own digital presentation, using Google Slides. After students are grouped, the group will decide which culture they would like to research using the web-resources that have been approved. Students will need to use the vocabulary to present their ndings. Although the vocabulary terms have already been introduced, as a whole group, we will review to ensure students have an understanding of the words they will encounter as they create their project. The teacher will write the terms on the board for the students to use during the remainder

of the lesson.

Select instructional

Curriculum Materials:

methods, media, and

-6 rubric handouts for student work in a group setting (student centered)

materials

-18 pencils (Student centered) -Student English Language Arts Journal (Student Centered) -Presentation Rubric (Teacher Centered) -Dry Erase Board (teacher and student centered) Technological Materials: - Google LLC. (19 September 2016) “Expeditions.” Apple App Store [Mobile App, Free] Retrieved on September 6, 2020, from www.apps.apple.com/us/app/id1131711060?ign-mpt=uo. (Student Centered) - National Geographic. (2015) National Geographic Kids [Web, Free] , Retrieved on November 3, 2020, from www.kids.nationalgeographic.com/ search-results/?q=culture. (Student Centered) - “Oddizzi Has Transformed the Way I Teach Geography and Made It a More Enjoyable Lesson for Me and the Pupils I Teach.” (2014) Oddizzi [Mobile App, Free], Retrieved on November 3, 2020 from, www.oddizzi.com/. (Student Centered) -Technology Rubric (Teacher Centered) -18 media devices (Google chrome books) with Wi-Fi/Internet connection (Student centered) -Smartboard (Teacher centered) -Printer with ink and paper (student and teacher centered) **Any teacher using this lesson plan should use a rubric to determine the

educational value for the learner and the learning environment**

Utilize media and

Preview and Prepare materials

materials

-Preview the Expeditions App * Preview and approved* -Preview the National Geographic website *preview and approved* -Preview the Oddizzi App *Preview and approved* -Check the printer, ink, and paper supply. -Print 6 rubric handouts for students -Print 18 observation rubrics -Print 18 technology checklist -Have writing utensils for dry erase board -Have websites hyperlinked on document for students in Google Classroom. -Check for connection for Google chrome books and smartboard -Check that every Google chrome book is charged Prepare the Classroom: -Move tables away from one another -Put group names on each table -Turn on the smart board Prepare the Learner: -Put the students into their groups. -Introduce the lesson -Review the vocabulary terms. -Have every student turn on their chrome books -Have students pull up the hyperlinked document in the google classroom -Model for students how to utilize all of the links -Model for students how to nd information on the website for their

culture

Require learner

After the instruction, students will work in their groups (6 groups of 3).

participation

Each student will have their own pencil, journal, and Google chrome book. The group will have one copy of the rubric handouts. The rubric handout will help keep the students on track with their presentation. The rubric will list every key term and point that I am looking for in their project. From there students will be instructed to talk to their group, use the hyperlinks, and create their digital projects. The students will be asked to include their cultureâ&#x20AC;&#x2122;s traditions, beliefs, and community. During this time, I will walk around with a technology checklist. The checklist ensures that students are able to create slides, use correct spelling and grammar, the content is accurate, the text is appropriate for presentation, and if they are able to share their presentation. Once completed, students will present the presentation they have created to the whole group. The students in the presenting group will display their digital project on the smartboard to teach the remaining students. The students will be graded on their completion, content, comprehension, vocabulary, preparedness, collaboration with peers and their individual role in the group. If a student is having trouble understanding the objective, their fellow group members can explain to the student. If peer tutoring does not work, I will pull the student to give further instruction to help give a deeper

explanation.

Evaluate and revise

Formative assessment: Formative assessment used in this lesson include observation of group participation while researching their speci c culture and creating the presentation. Students will demonstrate understanding by working together to generate a digital project that will show their understanding of the culture. Students should include the culture’s traditions, beliefs, and community in open discussion and on their slides. The formative assessment will be recorded on the checklist. Although this is a group assignment, students will be graded individually. The formative assessment will take place as the group is working together. I will be listening to their ideas, using the technology checklist, and looking at their planning. Summative Assessment: The summative assessment will include the technology checklist, their ideas, and their planning that will come from the formative assessment. While students are presenting, I expect all students to talk at least once. Students will be assessed on how they present, the content, their comprehension, use of vocabulary, preparedness, the collaboration with peers and their individual role during group work. Students will be scored on a scale from 1-4. Students will receive direct feedback after their presentation with words of encouragement and/or appropriate constructive criticism. If I feel as if the students missed a portion during their presentation, I will add the missing portion at the end. The student’s work will document the student’s ability to distinguish how people from various cultures in the community and nation share principles, goals, and traditions (TN Social Studies standard 2.03) and the ability for student to choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication (ISTE 6A). It will also document the student’s ability to operate a Google chrome book, use hyperlinks, and create a digital presentation using Google Slides.

*Below are the oral presentation rubric, technology checklist, and student checklist.

Teacher Name: Katelyn Phillips

Student Name: ________________________________________

CATEGORY Content

Does not seem to

understanding of

understand the

the topic. Student is able to

parts of the topic. Student is able to

topic very well. Student is unable

accurately answer

to accurately

almost all

most questions

a few questions

answer questions

questions posed by posed by

posed by

classmates about

the topic. Uses vocabulary

the topic. Uses several (5 or

appropriate for the

more) words or

audience. Extends

audience. Includes

audience. Does not phrases that are

audience

1-2 words that

include any

not understood by

vocabulary by

might be new to

vocabulary that

the audience.

de ning words

most of the

might be new to

that might be new

audience but does

the audience.

to most of the

not de ne them.

audience. Student is

Student seems

completely

pretty prepared but somewhat

seem at all

prepared and has

might have needed prepared, but it is

prepared to

obviously

a couple more

clear that rehearsal present.

rehearsed. Collaboration with Almost always

rehearsals. Usually listens to,

was lacking. Often listens to,

Rarely listens to,

Peers

listens to, shares

shares with, and

with, and supports

supports the

the e orts of

e orts of others in

others in the

the group. Does

the group but

the group. Often is

group. Tries to

not cause

sometimes is not a

not a good team

keep people

\"waves\" in the

good team

member.

working well

group.

member.

together.

Shows a good

Preparedness

Shows a good

Vocabulary

Shows a full

Comprehension

Oral Presentation Rubric: Culture

The student is

Student does not

Student's Role

The student spoke

The student did

a signi cant

a fair amount

very few words

not participate in

amount during the

during the

the group\'s

presentation. The

student

student did not

contributed a

contributed a fair

contributed very

contribute to the

signi cant amount

amount to the

little to the group

group work.

to the group work.

group work.

work.

Teacher Checklist Technology Checklist

Yes

Title page Slides should include: 1.About the culture 2.Community 3.Traditions 4.Beliefs Spelling and Grammar Content Accuracy Text (Font choice) Share the presentation

Student Checklist Technology Checklist Do we have a title page? Does our slides include: 1.About the culture 2.Community: Location? People? 3.Traditions: Languages? Holidays? Rituals? Hobbies? Food? Fashion? 4.Beliefs: Religion? Ideas? Values? Symbols? Do all of the slides have titles? Do any of the slides have spelling or grammar mistakes?

Is the content correct? How do you know?

Is the font we decided to use appropriate for a presentation? Can we read all of the words? Can we share the presentation?

Media Share Resources Buster’s Egyptian Adventure Buster’s Egyptian Adventure is an interactive lesson that focuses on ancient Egypt. Although the standards do not cover Egypt, this would be a fantastic task for a gifted student. This resource provides information over Egypt’s traditions, such as their writing style and their language. Students are familiarized with life in Egypt through the lives of three young people they meet: Farid, Haya, and Ahmed. This resource could t into Tennessee State Standard 2.02 and 2.03 because students could make connections to their speci c culture and the culture in Egypt. Standards: 2.02 Compare and contrast the beliefs, customs, ceremonies, and traditions of the various cultures represented in the U.S. 2.03 Distinguish how people from various cultures in the community and nation share principles, goals, and traditions. Social Studies Practices: SSP.01: Media and technology sources SSP. 04: Compare and contrast viewpoints SSP.06: Understanding relationships between people, places, and resources. PBS Learning Media. (3 August 2020) Buster's Egyptian Adventure. Retrieved on. September 5, 2020 from www.pbslearningmedia.org/resource/ilwgbh17-soc-geog-buster-ilegypt/busters-egyptian-

adventure/.

Text (Font choice):

In the Cultures of the World video, students are introduced to customs around the United States. Along with the United States customs, the video talks about customs around the world; although this is not a part of the standard, I believe it is important to know because the United States is made up of melting pot of people from all over the world. This video covers Tennessee State Standards 2.01, 2.02, and 2.03 because it covers di erences and similarities religion, celebrations, language and food throughout the cultures in the United States. Although these cultures are di erent, the video explains how everyone’s principles, goals, and traditions are shared. Standards: 2.01 identify various cultural groups within the U.S. and the students’ community. 2.02 Compare and contrast the beliefs, customs, ceremonies, and traditions of the various cultures represented in the U.S. 2.03 Distinguish how people from various cultures in the community and nation share principles, goals, and traditions. Social Studies Practice: SSP.01: Media and technology sources SSP.04 compare and contrast viewpoints SSP.06 Understanding relationships between people, places, and resources Clarendon Learning. (27 January 2020) “Cultures of the World: A Fun Overview of the World's Cultures for Kids.” YouTube, Retrieved on September 5, 2020 from www.youtube.com/watch? v=RwSYrsjTiW4. Expeditions Expeditions is a mobile app for virtual eld trips that allow students to engage in di erent settings around the world without leaving the classroom. Students may not understand speci c culture if they have never explored outside of their speci c state. For example, if students are from the south, they may not understand northern culture; a virtual eld trip lets students to explore the north and why their culture may be di erent. This app covers Tennessee State Standard 2.01 by identifying other cultural groups outside of their own. Standards:

2.01 Identify various cultural groups within the United States and the students’ community

Cultures of the World: A Fun Overview of the World’s Cultures for Kids

SSP.01: Media and technology sources SSP.06: Understanding relationships between people, places, and resources Google LLC. (19 September 2016) “Expeditions.” Apple App Store [Mobile App, Free] Retrieved on September 6, 2020, from apps.apple.com/us/app/id1131711060?ign-mpt=uo. Homes by Tinybop Homes is a mobile app where students can explore areas from around the world. Students can stay in the United States or they can travel to di erent countries. In this app, students learn how di erent cultures may decorate, cook meals, and play games. This app ts to Tennessee State Standards 2.01 and 2.02 by allowing students to identify cultural groups within the United States and compare and contrasts daily activities between cultures. Standards: 2.01 Identify various cultural groups within the United States and the students’ community. 2.02 Compare and contrast the beliefs, customs, ceremonies, and traditions of the various cultures represented in the United States. Social Studies Practices: SSP.01: Media and technology sources SSP.04 compare and contrast viewpoints SSP.06 Understanding relationships between people, places, and resources Tinybop Inc.( 11 Novermber 2014) “Homes by Tinybop.” Apple App Store [Mobile App, $2.99] Retrieved on September 5, 2020, from apps.apple.com/us/app/homes-by-tinybop/id922609543. Learning from Others: An Arthur Interactive Comic (Dear Adil) Dear Adil is an interactive comic through PBS learning media. In this comic, Arthur makes assumptions about his pen pal who is from another country. Instead of researching Adil’s culture, Arthur uses information that he has not researched and insults his new pal. The social studies practices for second grade focuses on being able to distinguish between fact and opinion and comparing and contrasting multiple sources/viewpoints. This resource refers back to the unit overview of respecting one another in order to have a functioning society. This interactive comic teaches e ective communication, social, and emotional skills. This website includes Tennessee State Standard 2.03 because although Arthur and Adil

may live in two separate places they share the same principles, goals, and traditions. By using this

Social Studies Practices:

they are in their community or not. Standards: 2.03 Distinguish how people from various cultures in the community and nation share principles, goals, and traditions. Social Studies Practices: SSP.01: Media and Technology sources SSP.02: Distinguish between fact and opinion SSP.03: Compare and contrast multiple sources SSP. 04: Compare and contrast viewpoints SSP.06: Understanding relationships between people, places, and resources PBS Learning Media. (24 August 2020) Learning from Others: An ARTHUR Interactive Comic. Retrieved on September 5, 2020 from www.pbslearningmedia.org/resource/aim17-sel-learnfromotherscomic/ arthur-learning-from-others-dear-adil/. Schoolhouse Rock: The Great American Melting Pot The video titled Schoolhouse Rock: The Great American Melting Pot will be a great introduction and will provide building blocks to the culture standards for second grade. The video introduces the vocabulary term ‘melting pot’ by explaining how ancestors have travelled from other countries to make America their new home. Using this visual aid will be helpful for students who may need additional support along with establishing a clear path for the culture unit. Another goal of having students watch this video would be for students to understand that a majority of our ancestors travelled to the United States and in return, we need to respect and educate ourselves on other’s cultures. Students will learn that respect and collaboration are necessary to achieve and maintain a functioning society. Standards: 2.01 Identify various cultural groups within the U.S. and the students’ community. Social Studies Practice: SSP.01: Media and technology sources SSP. 05: Understanding that things change over time

SSP.06: Understanding relationships between people, places, and resources

interactive resource, I think that students will learn how to avoid disrespecting another person whether

Retrieved on September 5, 2020 from https://youtu.be/5ZQl6XBo64M

TV Uber. (26 February 2013) “Schoolhouse Rock- The Great. American Melting Pot.” YouTube,

OPINION PARAGRAPHS IN THE WRITIN G PROCESS

Contributor: Justice Way Sample Nearpod Lesson In this unit, second grade students will be learning how to write opinion paragraphs using the writing process. Students should have prior knowledge of what an opinion is, but may have di culty supplying a reason to support their opinions. Additionally, students may not have full knowledge of linking words or know what the writing process is. However, students will be experiencing the writing process through journaling, virtual writing and illustrating activities, and opinion writing worksheets. These experiences are designed to help students fully understand what an opinion is and how to incorporate their opinions within their writing. Students unknowingly make opinions daily and this unit is designed to help students further their understanding on what an opinion is. Once students fully grasp the concept of making opinions, they will be able to distinguish between fact and opinion which is an important comprehensive skill. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

ffi

â&#x20AC;¨

2.W.TTP.1 Write opinion pieces on topics or texts.

Opinion Writing 101 Name: Justice Way

Subject Area(s): English Language Arts

Duration of Lesson: 50 minutes

Analyze learners

Grade Level: 2nd

In the second-grade class at Shwab Elementary, there are seventeen students: four girls and thirteen boys. All students are between the ages of seven and eight, and their ethnicities range from predominately Hispanic, Caucasian, and African American. Nine students are English Language Learners and receive services during ELA/ Reading time, and the remaining students are uent in English. There are two students with IEPs for behavioral issues. Additionally, Shwab Elementary is predominately Hispanic, but some students are Caucasian, Asian, and African American. Regarding this lesson, students may have prior knowledge of what an opinion is but since students unknowingly make opinions daily this lesson is designed to help students further their understanding of what an opinion is. Since half of my students are ELLs, it is important to focus on vocabulary and sentence starters to construct on their knowledge on how to formally write an opinion. Students have already had experiences writing narratives, now they will build upon those experiences and learn to write opinion pieces. Curriculum Competencies To complete this lesson, students will need to know the basic structure of sentences including punctuation.

Technology Competencies

To complete this lesson, students will need to know how to access the internet on a laptop and utilize the keyboard correctly.

State & NETS*S objectives

State Standards W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 2.W.TTP.1 Write opinion pieces on topics or texts. ISTE Standard 6d. Students publish or present content thatÂ customizesÂ the message and medium for their intended audiences. Behavioral Objective: Given a blank sheet of paper and sentence starters from the Nearpod lesson, the learners will compose of ve opinion sentences regarding the classroom to demonstrate their understanding of writing an opinion about a speci c topic. These four sentences will be composed by two students in a group and shared to the class at the end to assess their understanding of how to write an opinion. Language Objective:

Students will be demonstrating their understanding of opinion writing by using sentence starters such as: I think, my favorite, and I believe. Students will be able to give examples of an opinion and identify what makes their example an opinion. In the lesson, students are provided with numerous sentence starters and examples using those sentence starters. Students are introduced to the word opinion with a de nition and are taught how to identify and recognize an opinion within text. Students will be expressing their understanding of opinions by writing and orally. Students will be involved with interactive games and questions during the Nearpod lesson. Additionally, students will have time to create four opinion sentences with a peer and share them with the class.

Select instructional

Curriculum Material

methods, media, and

•Class set of blank handouts (student

materials

centered) •Class set of pencils (student centered) Technological Material •Teaching Without Frills. (November 7, 2016). Opinion Writing for Kids | Episode 1| What is it?. [YouTube video]. Retrieved on September 7, 2020 from https://youtu.be/ KEK2oGBSsHk (student centered) •Class set of laptops (student centered) •Opinion Writing 101” Nearpod lesson (student centered) •Smart board for projecting Nearpod lesson (teacher centered) •Dry erase board (teacher and student centered) Remember: If there is no studentcentered technology, you DO NOT have

an ASSURE plan

Utilize media and

Preview and Prepare Materials

materials

•Print out 17 blank writing handouts •Preview Opinion Writing Video •Have the Nearpod code on the smart board for students •Have writing utensils for the smart board and students •Check for a strong Internet connection for laptops and smartboard •Have all laptops at the assigned student’s desk

Prepare the Classroom •Dim the lights for the smart board.

Prepare the Learner •Introduce the lesson by presenting the topic, guided question, and learning objectives. •Present Opinion Writing video and introduce vocabulary for the lesson. •Model how to write an opinion statement using sentence starters and keywords. •Read short text as class and have a class discussion about the author opinions within the text. •Students will be divided into groups of two to compose their own opinion

statements.

First students will be asked to open and login into laptops. Then students will be asked to connect to the Nearpod using the code provided on the board. Upon entering the Nearpod lesson the students will come across the guided question for this lesson which is â&#x20AC;&#x153;what is an opinionâ&#x20AC;?. Students will then be introduced to the three learning objectives for this lesson which are de ning what an opinion is, identifying two elements of opinion writing, and recognizing an opinion that uses keywords. Next students will answer the rst open ended question: what is an opinion? Students will then participate in a mini discussion and share their responses. Next students will watch a threeminute video that explains what opinion writing is on depth. Before watching the video, students will be asked to pay attention to the examples and words the narrator provides. After watching the video, I will formally introduce the de nition of opinion and provide examples. As I mention the word opinion, I will clarify the di erence between fact and opinion so there are no misconceptions about the word. Students will then participate in a matching game that will access their understanding of what an opinion is. Next, students will learn about opinion words and sentence starters. There will be numerous examples given and students will have to form sentences using these examples. Our lesson will then shift into a classroom discussion covering a short text. We will read it as a class and identify the opinion statements within the text. Students will perform the same exercise individually using another mini text. The allocated time for the Nearpod lesson is between 25-30 minutes. We will then shift our attention to our partner opinion pieces. I will provide students the instructions for their opinion statements. The time allocated for this activity is 10 minutes and presentations should take ve minutes. At the very end students will complete the quick ve question quiz that will access their understanding of opinion writing; the quiz should take no longer than ve minutes.

Require learner

participation

Formative AssessmentsÂ

Evaluate and revise

Formative assessments in this lesson include open ended questions, individual participation within class discussions, completion of the games and quiz in the Nearpod lesson. There are multiple interactive activities utilized throughout the Nearpod lesson that will keep students engaged and have them showcase their knowledge about the concept being learned. Students will be asked to de ne what an opinion is after watching a mini video. Students will demonstrate their understanding by identifying two elements of an opinion and recognizing an opinion statement using keywords. Additionally, students will be assessed on how they write their individual opinion statements within the Nearpod lesson and the answered questions from the quiz. Throughout the lesson students will be sharing their individual opinion statements with the use of technology through the near pod lesson (ISTE 6d). The ve-question quiz will serve as an exit ticket at the end of the lesson. Since there are multiple opportunities for participation, students will be given a grade of 5 points for participation as well as a grade for the quiz. I do expect students to participate in all the interactive games and at least once verbally throughout the lesson so I can provide feedback and address any concerns/questions. If some students are not participating or meeting the pro ciency level those students will be provided with additional instruction or needs to complete summative assessment alone.Â Summative AssessmentÂ

The summative assessment will be a combination of the group e orts at completing the four opinion sentences as well as their presentation of the statements they created. Each group will consist of two students. This assessment will utilize the think, pair, share strategy. Students will be given the option to pick one topic ,of their choosing, and each group will present their

1 Topic

Does not

Vaguely

Fully

introduce the

introduces

topic or the

topics

topic or

name of the

speci cally

paragraph.

name what the paragraph is about

Opinion

Writes only

Writes opinion

Writes all four

Statements

one opinion

statements

opinion

statement or

using sentence

statements

does not write

starters or

using sentence

any

keywords.

starters and

statements. Fluency

key words.

Students'

Students made

Students use a

sentences are

no more than

variety of

choppy and do

two mistakes

words and

not ow.

with

sentence ow.

Students do

punctuation

Students

not correctly

and

capitalize each

use

capitalization

sentence and

punctuation or

of sentences.

use the correct

do not

Student

punctuation.

capitalize the

sentence are

beginning of a

not choppy.

sentence.

Media Share Resources

Google Classroom Google Classroomis a great way for the teacher and students to interact virtually together at the same time. When using Google Classroom, a teacher will be able to post llable worksheets, videos, and activities that can be done as a class or independently. In reference to our unit, Google Classroom will be used as the foundation of our opinion writing unit. Steps to the writing process will be accessible to students, all activities and writing references will be posted, along with any links necessary for students to succeed in this unit. Google Classroom is another resource teachers use to elevate the engagement of their students. Rochelle, Jonathan. (August 12, 2014). Google Classroom. [iTunes App and Google Play App, Cost: Free] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/google-classroom/id924620788 W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 2.W.TTP.1 Write opinion pieces on topics or texts. Kahoot Kahoot is a game based learning platform that helps students review topics or concepts they are learning. In this case, I will be creating questions and prompts that will encourage students to use their prior and new knowledge of opinions to answer them correctly. For example, I will provide an opinion and the question will say “pick the best reason to support the opinion listed”. Students will then choose which reason best pairs with the opinion. Kahoot is a great resource because I can create questions and prompts that are best for my students. Versivik, M., Brand, J., Brooker, J. (2013). Kahoot!. [iTunes App and Google Play App, Cost: Free] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/kahoot-play-create-quizzes/ id1131203560. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 2.W.TTP.1 Write opinion pieces on topics or texts. Linking Words and Phrases The learningfarm.com website titled “Linking Words and Phrases'' o ers students the opportunity to practice using linking words and phrases in sentences and paragraphs. The website o ers various games and test modes that will assess a student's ability to adequately use linking words. This website is

compliant with the Common Core Standard W.2.1 (write opinion pieces in which they introduce the topic

words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section). Students will learn about linking words and how they are used to connect opinions with evidence. Students will enjoy using this website through interactive activities. Learning Farm. (2020). Linking Words and Phrases [Website]. Retrieved on September 7, 2020 from https://www.learningfarm.com/web/practicePassThrough.cfm?TopicID=2564 W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Opinion Writing for Kids |Episode 1| What is it? Opinion Writing for Kids: Episode 1 is a great video to help introduce opinion writing. The video begins by providing a de nition of what an opinion is along with two examples. Additionally, the narrator of the video provides examples of opinion sentence starters for the audience. This is helpful to students because it provides them with a foundation of how to write or say their opinion. This is also an interactive video; it allows students to assess their comprehension of an opinion by having them choose which sentence is opinion and which is not. Teaching Without Frills. (November 7, 2016). Opinion Writing for Kids |Episode 1| What is it?. [YouTube video]. Retrieved on September 7, 2020 from https://youtu.be/KEK2oGBSsHk W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Opinion Writing for Kids |Episode 5| Writing a Draft: Reasons & Examples Episode 5 of Opinion Writing for Kids focuses on explaining and supporting your opinion. This video is great for second graders because it breaks down how to explain why you believe in something and how to support your belief. The videos provide four detailed examples of four opinions being explained and supported. While the video may be a little more complex for second graders it can easily be modi ed to t their assignments. Teaching Without Frills. (November 27, 2016). Opinion Writing for Kids |Episode 5| Reasons &

Examples. [YouTube video]. Retrieved on September 7, 2020 from https://youtu.be/X1e8Zg-fYgE

or book they are writing about, state an opinion, supply reasons that support the opinion, use linking

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Transition Words Fill in the Blank The education.com website provides numerous games and worksheets that will help students with their writing and reading skills. The game â&#x20AC;&#x153;Transition Words Fill in the Blankâ&#x20AC;? will have students building sentences by providing them with a sentence fragment and then students will choose the transition word that best ts in the sentence. This game is a helpful resource to students because it provides extra practice on using linking and transition words. Students will be able to read aloud all sentence fragments and work independently or with a partner to play the game. The game is designed to get to the students familiar with these di erent linking and transitions words, which will improve their writing skills. Education.com. (2020). Transition Words Fill-in-the-Blank [Website]. Retrieved on September 7, 2020 from https://www.education.com/game/transition-words-game/ W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect

opinion and reasons, and provide a concluding statement or section.

THIRD GRADE

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17 0

WORDS AND PHRASES IN TEXT

Contributor: Brianna Crockett Sample NearPod Lesson

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In this unit, third grade students will learn how to use words and phrases as they are used in a text. The students may nd this lesson challenging in determining the di erence from literal and non-literal language. The concept may be hard to understand and identify the di erence in a story because stories can use di erent words for meaning. Students will have learning experiences through digital ELA activities/games, a in class play/show, reading of stories/books, grouped anchor charts, and writing our own stories using literal and non-literal language. These activities allow for both technology and nontechnology-based materials. All of these activities will allow students to fully understand the di erence between literal and non-literal language. Knowledge of text and this language will let students be able to apply the words and phrases learning in writing and reading text. In writing, it is important to use phrases that will capture the attention of the reader and in using non-literal and literal text the reader will be interested in the text more. People outside of the school setting tend to use non-literal text as well in speaking and so knowing a non-literal expression will allow for the person listening to follow the conversation. Knowledge of text make it easier to distinguish literal from non-literal language in writing, reading, and speaking.

Knowledge of text using words and phrases is a learning expectation covered by Common Core English Language Arts Standards Grade 3, Reading Standard 4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

ASSURE Lesson Plan Template Non-Literal and Literal Words and Phrases in Text Name: Brianna Crockett Subject Area(s): English Language Arts Duration of Lesson: 3 Days

Grade Level: 3rd

(Day 1- Hour, Day 2 - 30 minutes, Day 3 - 45 minutes)

Analyze learners

General Characteristics In the third grade virtual class at Ida B. Wells Elementary School, there are seventeen students which include ten boys and seven girls. The students range between African American, Latino, and Caucasian and are between the ages of eight and nine years old. One student is an English Language Learner and he goes to a specialist outside of class time. The remaining students are uent in the English language. Two students have IEPâ&#x20AC;&#x2122;s for developmental delay and spend time with a specialist outside of class time. The PreK - 4th Grade school is predominately African American but has a mixed population ranging from Caucasian, Latino, and Native American and live in areas surrounding the school. This will in uence my planning and teaching because I will use what they know in the surroundings in my classroom so they can make connections to lessons. The school has free/reduced lunch for students and participates in a program called Advancement Via Individual Determination (AVID) that is a academic program that is designed to help underachieving students and extracurricular afternoon activities for students. Curriculum Competencies To complete this lesson, students will need to know basic reading skills and how to identify words and phrases in text. Technology Competencies To complete this lesson, students will need to know how to navigate their laptops

and how to use nearpod which is what the lesson will be on.

State & NETS*S objectives

State Standard CCSS.ELA-LITERACY.RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. ISTE Standard 3c. Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions

Behavioral Objective Given this nearpod lesson students will be able to identify literal and non literal language in texts to be able to show that they understand the meaning of both those words. Students will be able to show this by being interactive with this lesson. During the lesson there are videos that they will need to listen and pay attention to because there are questions they will need to answer. At the end of this lesson their knowledge will be tested with a couple of questions on literal and non literal language. The students will then be put in groups and then they will have to complete a project on either a literal or non literal book which will show if they can point out and understand the meaning of these types of words in text. Language Objective Key Language: gurative, literal, text, phrase, reading, literature, simile, metaphor, identify, meaning, author, distinguish Academic Language Functions To show understanding, student will need to use four to ve vocabulary terms in their literal and non literal projects when presenting. The groups of students will need to identify what each word means so that they use the word correctly therefore demonstrating they understand the word. Throughout the lesson the words will be presented so that they can gain some content knowledge of the word and then they will have a game and test during the lesson that will help them to better understand the words so that they may use them correctly in their presentations.

At the beginning of this lesson the vocabulary words and their de nitions will be present and then throughout the lesson the students will see the words being

used contentiously. When using the words in their presentations they are

instructional methods, media, and materials

Curriculum Materials 1. Handouts of what the student will be doing in their groups (student centered) 2. Crayons, markers, pencils (student centered) 3. Rubric (teacher centered) 4. Notes (teacher centered) Technological Materials 1. Media Device (laptops) - (student centered) 2. Computer to show lesson and videos (teacher centered) 3. Nearpod Code (student centered 4. Website: Press4Kids, Inc.(2012). News-O-Matic: Reading for Kids. [iTunes app, Cost: free with in app purchases]. Retrieved on September 6, 2020, from https://apps.apple.com/ us/app/news-o-matic-reading-for-kids/id578023255 (student centered) 5. Video: English with Wendy. (April 8, 2020). Literal versus Figurative Language. [YouTube Video]. Retrieved from September 6, 2020, from https:// youtu.be/REo6UMFGZbk (student centered) 6. PowerPoint (student centered)

)

Select

Utilize media and

Preview and Prepare Materials

materials

Preview the Literal vs. Figurative Language Video -- (previewed and approved) Preview Reading-O-Matic selected text -- (previewed and approved) Make sure all materials and out and ready Have nearpod prepared and up and ready to go Make sure student know the code to get in, code will be written on the board Check and make sure Wi connection is working Make sure all the students have nearpod pulled up on their laptops Prepare the Classroom Turn the lights down so that it is easier to see nearpod lesson Have project paper ready for student Have crayons, markers, etc available and ready as well Prepare the Learner Introduce the lesson, show video about what we are talking about in the lesson Introduce the vocabulary terms so that they know them when they see them in the lesson, words will remain on the side of the board Show students how to use sound and how to answer questions Having everyone log on to Nearpod After lesson have student log into Reading-O-Matic and read the selected text After reading teacher will put students into groups for project

Group of students will create and then present their project on their given topic

Require learner

After the lesson students will be put into 4 groups (3 groups of 5 and 1 group of

participation

4). The teacher will them give each group their topic either literal or non-literal, so two groups will have literal and two groups will have nonliteral. After the groups will decide if they would like to do a power point presentation or a paper presentation. After decided the students will need to begin working and creating how they will present their topic. They need to do a little research on their topic so that they fully understand what they are presenting. They will have one hour to have their presentations nished. They need to work diligently and quietly just talking amongst themselves so that they can getting everything they need that is important into their presentation. If a student in a group does not understand what they are doing, they need to ask a group member to explain it to them rst before going to the teacher. If they still do not understand after a peer has explained them the teacher will give examples and refer back to the nearpod presentation that was presented earlier. The next day will be clean-up day. If the students need to add anything or clean anything up on their presentation this would be the time and the have 30 minutes to do that. After those 30 minutes the students will need to submit their presentation to the teacher along with who did what part and all the members of the group. The day after that is presentation day. Each group will have 5 minutes to present their topic. It is a group e ort, so the teacher expects each for them to talk. They will get a group grade based o the presentation but also an individual grade based o of what they did and how they spoke. After each presentation the teacher would ask what they student learned

and if they liked this project or not and why.

Evaluate and

Formative Assessment (Process):

revise

The Formative Assessment used in this lesson is observation of students participating in their groups while researching and and creating their projects. Student will demonstrate their understanding by working together in their groups for their presentation and each group presenting it on the third day of working on this. The formative assessment will be monitored during the lesson by student participation. In nearpod if they are answering the questions and participating in the game it gives them points which will be added at the beginning to give them their point which will then be recorded into the grade book. Nearpod will also let you know if students are not participating or even on the website. The nearpod lesson will help the teacher guide the lesson. The students will also be graded on their presentations as a group and individually. The formative assessment will take place as a group on the third place but during the two days they should be working together, using their resources to nd things on their topic. I expect the students to all participate in making the project and work hard to make this presentation good. While presenting I expect all students to talk at least once, on the part of the project that they created thoroughly explaining literal or nonliteral language. At the end the I will ask questions expecting all members of the group to answer and I will give feedback consisting of positive words and constructive criticism. If the majority of students did not understand what they were supposed to do based of their presentation, the lesson projects will be stopped by the teacher and reassessed.

Summative Assessment (Product): The Summative Assessment will be based o the combination of their interaction during the actual lesson and their completed group project. It will be based o how they present their topic and if by the teacher looking at their project the understood what they learned and what they were supposed to be presenting. The students will receive a grade for how well the worked in their group and the creation of the project. The students work will also be graded individually on how much they contributed to the group. This assessment allows for all students to show what they know because they will all get the chance to talk during their presentation. The students work will document the students abilities to determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language (CCSS.ELA-LITERACY.RL.3.4) and the ability to students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions (ITSE.3c.).

If the assessment needs modi cation the teachers will modify it to the needs of the particular student ie. in another language or a simpler explanation. Students will be able to re ect, and self assess by listening to the verbal feedback and if they want to know more

Group Grading Rubric

Vocabulary Terms for literal and on literal in text

The project consists of 5 or more of the listed vocabulary terms from the board.

The project consists of 3 of the listed vocabulary terms from the board.

The project consists of 1 of the listed vocabulary terms from the board.

The project does not list any of the vocabulary terms from the board.

Completion of Presentation

The group completed the presentation with a score of at least an 90%

The group completed the Presentation with a score of at least 70%.

The group completed the Presentation with a score of a 60%.

The group did not complete their presentation.

Total

Student Grading Rubric 3

Student’s Individually Work E ort

The student contributed a signi cant amount of work within their group.

The student contributed a fair amount of work within their group.

The student rarely helped with the work within their group.

The student did not contribute any help within their group.

Student’s Role in the group presentation

The student clearly explained/ played a signi cant role in the presentation.

The student vaguely explained and spoke during the presentation.

The student said very few words in the group presentation.

The student did not play a role in the group’s presentation.

Total

Media Share Resources

Figurative Language in Movies

gurative language. This a great for students because they really explain the dissimilarities between the two words. This video gives the de nition of both literal and gurative language and gives tons of examples to show the di erences. This video provided is one of the best on YouTube because it is very well explained and any 3rd grade student would be able to comprehend. This video Literal versus Figurative Language is for specially 3rd graders but it can be used in upper elementary also.This is a great review video to use especially after just learning about these types of languages to help them retain the information. CCSS. ELA. Grade 3. RS 4.) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

Alexander, Lisa. (November 20, 2013). Figurative Language in Movies. [YouTube Video]. Retrieved from September 6, 2020, from

https://www.youtube.com/watch?v=vMSLgxj2dxk

distinguishing literal from non-literal language.

This is a great resource for teachers to use to help explain the di erence between literal and non literal/

September 6, 2020, from https://apps.apple.com/us/app/ gurat ive-language-lite/id501656964 Figurative and Literal Language Review Game This http://www.superteachertools.us/jeopardyx/ website titled Figurative and Literal Language Review Game o ers a jeopardy review game about gurative and literal language. This is a great game for teachers to use to play in class to review non literal and literal language. Breaking the class into two teams and putting them against each other to see who wins the game makes the game interesting because the students on both teams are going to want to win the game to get the prize at the end. The website compliments the core standard. This is a great review website to use especially after just learning about these types of languages to help them retain the information. CCSS. ELA. Grade 3. RS 4.) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. N. (n.d.). Figurative and Literal Language Review Game. Retrieved September 07, 2020, from http://www.superteachertools.us/jeopardyx/jeopardy-review-gam e.php?game le=447509 Figurative vs. Literal Language Quiz This https://quizizz.com/admin/quiz/ website titled Figurative vs Literal Language Quiz o ers a quiz going over literal and non literal language words and phrases. This is a great quiz for teachers to use to review and assess how much the students learned about this topic. Breaking the class into teams of two or three and putting them against each other to see which teams get the most questions right makes the quiz more interesting because they are going to actually try to win to get the prize at then end. This is a great review website to use especially after just learning about these types of languages to help them retain the information. CCSS. ELA. Grade 3. RS 4) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. Mirabile, M. (2018). Figurative vs. Literal Language - Quiz. Retrieved September 07, 2020, from https://quizizz.com/admin/quiz/5c7d651625e73f001b75 fb38/ gurati ve-vs-literal-language Literal versus Figurative Language This is another great resource for teachers to use to go into a deeper meaning of non-literal/ gurative language is used. This YouTube video is really great because it shows children gurative language and gives them the chance to try to gure out the gurative language. This video shows gurative language in childrenâ&#x20AC;&#x2122;s movies that children in a teachers class may have seen at home. They may not have gotten the reference while watching the movie but as they learn about gurative language in class going back watching this video will help children to understand those parts of the movies. While Figurative

Language in Movies is more for third graders learning gurative language it can be used in fourth and

E Skills Learning, LLC. (2017). Figurative Language Lite. [iTunes app, Cost: $3.99]. Retrieved on

types of languages to help them retain the information.

CCSS. ELA. Grade 3. RS 4.) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. English with Wendy. (April 8, 2020). Literal versus Figurative Language. [YouTube Video]. Retrieved from September 6, 2020, from https://youtu.be/REo6UMFGZbk News-O-Matic: Reading for Kids News-O-Matic: Reading for Kids is a great app for students learning about literal languages and learning literal words and phrases. The articles can be read aloud or the children can read them on their own. It covers a ranges of subjects an o ers di erent reading levels, By reading this literal language is getting the point across in each article because each of them is based o non ction stories. This app will provide not only reading but illustrations and comprehension quizzes that can useful as a homework assignment for a day. This app is compatible with iphone, ipod, and ipad and requires iOS 11.0 and watchOS 3.2 or later. This game was made for ages 9-11 so it maybe a little harder since most 3rd graders are 8 but its a push and will be a challenge for them.This is a great app to use especially after just learning about these types of languages to help them retain the information. CCSS. ELA. Grade 3. RS 4.) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. Press4Kids, Inc.(2012). News-O-Matic: Reading for Kids. [iTunes app, Cost: free with in app purchases]. Retrieved on September 6, 2020, from https://apps.apple.com/ us/app/news-o-matic-

reading-for-kids/id578023255

fth grade classes as well. This is a great review video to use especially after just learning about these

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EARTHâ&#x20AC;&#x2122;S PL ACE IN THE UNIVERSE

Contributor: Gracie Oliver Sample NearPod Lesson In this unit, third grade students will be learning about how to classify planets in the solar system based on their physical properties. Students may not understand how planets are di erent and what physical properties are. Students will have learning experiences through lectures, online resources, and hands-on construction activities. The diversity in these activities will allow students to demonstrate the knowledge they have gained about how to classify planets based upon their physical properties. Knowledge about the various planets in our solar system will not only help students be able to classify them, but also will provide them with a greater understanding of how their planet, Earth, can sustain life. With this knowledge, students will have a stronger grasp of what makes Earth di erent than other planets. Studying and understanding Earthâ&#x20AC;&#x2122;s Place in the Universe is a learning expectation covered by the Tennessee State Standards for Science 3.ESS1.

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Use data to categorize the planets in the solar system as inner or outer planets according to their physical properties.

ASSURE Lesson Plan Template Name:

Gracie Oliver

Subject Area(s): ELA/Science

Duration of Lesson: 1 class period (55 minutes)

Grade Level: 3rd grade

In the 3rd grade class at Howard Elementary School, there are 19 students, 8 being male and 11 being female. The

Analyze learners

students are 3rd graders and are between the ages of 8 and 9. Two students have IEP’s for speech. One student is an English Language Learner and spends time outside of the classroom with a speech therapist. There is also one student in the class with a 504. The remainder of the class is pro cient in the English language and does not have any additional needs. For this particular lesson, students will have already learned how to write a paragraph, which they will be doing in this lesson. Students also have studied the inner planets and completed an assignment similar to this one, although this particular lesson is studying the outer planets. Students are also knowledgeable in using their Chromebooks, which will be used in this assignment. The students in this class range from Caucasian, African American, and Hispanic, with the class being predominately Caucasian. With having one ELL, I will be sure the student is understanding the directions for the assignment. When grouped, this student will also be grouped with classmates who will be helpful to her. For the most part, this student does well with understanding the English Language. Due to COVID-19 all students receive free breakfast/lunch at least until the end of 2020. This being said, students should have the nutrients they need to stay focused and be ready to learn throughout the day! Curriculum Competencies To complete this lesson, students will need to know how to form and write a paragraph after reading an article, which they did with the inner planets. Students also already know about the inner planets and their physical properties. Technology Competencies

To complete this lesson, students need to know how to operate Chromebooks and access articles to be able to read through their google classroom.

State & NETS*S objectives

State Standard SCIENCE: 3.ESS1: Earthâ&#x20AC;&#x2122;s Place in the Universe Use data to categorize the planets in the solar system as inner or outer planets according to their physical properties. ELA: 3.RI.KID.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers. ISTE Standard 3.a. Plan and employ e ective research strategies to locate information and other resources for their intellectual or creative pursuits.

Behavioral Objective: Given the articles on their Chromebooks and the question handout, the students in the 3rd grade class will research for speci c information in the article in order to form a paragraph with the information they found in their research. WHAT do you want students to think, know understand and/or be able to do Language Objective: To express understanding of the lesson, students will be broken into groups and be given speci c questions to look for. Each group will be assigned one planet to research. When researching, each group will be responsible for answering a series of questions about their planet. Each group will have these same questions, but just answering them based on the planet they were assigned. After they have found the answers to the questions, the group will compose a paragraph collectively. They will need to include the information from the questions in the paragraph. The paragraph will need to be at least 4-5 sentences. After the paragraph is written, each group will present to the class. After each group presents, the students will be completing a chart to glue in their notebooks. This chart will be teacher guided; after each group presents the teacher will write what information needs to go on the chart and project it on the board. Once each group has presented and the chart has been completed, students will glue the chart in their notebook. To wrap up the lesson, the teacher will give students an exit ticket in regards to the lesson.

Key Vocabulary:

Curriculum Materials

Select instructional methods, media, and materials

•Sheet of paper for each group to work on •Outer planets chart handout •Notebook Student Materials •Pencil •Paper given by teacher •Outer planets chart handout given by teacher •Chromebook •Notebook Technological Materials •Chromebooks •Google classroom – click Mrs. Birdwell’s class – go to classwork – open outer planets article •Elmo/projector screen for display

•Teachers computer to guide students

Utilize media and materials

Preview and Prepare Materials •Preview the Outer Planets article *previewed and approved* •Make sure all Chromebooks are charged and ready to go for students •Make sure projector screen/Elmo is ready to go for the lesson •Make sure the paper for each group is ready •Make sure the Outer Planets articles are uploaded to google classroom and are accessible •Make sure the teacher’s computer is charged and ready to use •Make sure each student’s notebook is in the bin •Make sure you have accounted for each student to be placed in a group, and be ready to adjust if groups are uneven due to absences Prepare the Classroom

•Pull down the projector screen

•Turn the projector and Elmo on

•Introduce the lesson by reviewing inner planets and introducing/reviewing vocabulary

Require learner participation

•Put the students into their groups •Get the students to log into google classroom and show them through the projector which document to click on the access articles •Assign each group a speci c planet •Explain to each group what they will be doing (reading their article, nding answers to the questions, making a paragraph on their ndings and including their answers, presenting paragraph to the class) •The teacher will walk around to help students with any questions or guidance •Teacher will keep students on track with time, telling them to wrap it up with 5 minutes left •Teacher will hand out a chart that students will glue in their notebook when nished •Teacher will call each group to present •After each group presents, the teacher will guide students through lling out the chart (each group has 1 planet so they will ll in the information for that particular planet after the group presents). This keeps students from lling out the chart incorrectly and being able to answer questions about each planet

•After nishing the chart, students will glue the chart into their notebooks

Describe how/when artifact presentation, rubric scoring, and discussion of ideas for improvement will occur. Include the artifact rubric

Evaluate and revise

Formative Assessment Formative assessments used in this lesson include observation of group participation while reading the articles, nding the answers to questions, composing the paragraph, and presenting the paragraph to the class. The students will be working together to form a paragraph which must include the series of speci c questions. Each individual student will be assigned a question they have to answer, which contributes to the group and paragraph. The formative assessment will be written on a piece of paper given by the teacher. One side will have a space for them to write down each of the questions answered, and the other side will have a space for them to write their paragraph. The students will be graded individually based on them nding their answer and contributing to the group paragraph and presentation. I expect all students to participate and collaborate within their group and put e ort into nding their answer, helping with the paragraph, and presenting their paragraph to the class. Each student will be expected to read the sentence they helped form in the paragraph, which should include the answer to the question that particular student was looking for. I will provide the students with feedback after they present and as they are working on the project. This may include constructive criticism or/and encouraging words. If the students do not understand the objective after this lesson, the teacher will go over each of these planets with the class during the next lesson to help the students get a better understanding. Summative Assessment

The summative assessment will be a combination of the groupâ&#x20AC;&#x2122;s e ort and correctness of their answers, the quality of their paragraph which must include their answer and be 4-5 sentences, and the presentation of the paragraph to the class. The students will receive a grade for their group e ort/participation, correctly answering the question assigned to them, helping form the paragraph written and the accuracy of the paragraph written, and the participation of the individual during the group presentation on their planet. The students work will document the studentâ&#x20AC;&#x2122;s ability to answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers (TN ELA Standard 3.RI.KID.1), Use data to categorize the planets in the solar system as inner or outer planets according to their physical properties (TN Science Standard 3.ESS1), and plan and employ e ective research strategies to locate information and other resources for their intellectual or creative pursuits (ISTE Standard 3.a.).

Teacher Name: Gracie May Student Name: ________________________________________ CATEGORY Answered

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Media Share Resources Gizmos-Solar System Explore Learning, (2020). Gizmos-Solar System. [Website, Free]. Retrieved on [9/7/2020] from

â&#x20AC;¨

[https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=636].

This site features an interactive about the Solar System. In this interactive, students can view planets’ orbits around the Sun and compare the sizes of planets. Students may also click on the Sun or the di erent

planets to

learn more

about each

body in the

Solar System.

This will

provide the

students with

details about

how the

planets are

similar and

di erent.

3.ESS1 Use

data to

categorize the

planets in the

solar system

as inner or

outer planets

according to

their physical

properties.

Science-Solar

System

Interactive

Sites for

Education.

(2017).

Science-Solar

System.

[Website,

Free].

Retrieved on

[9/7/2020]

from [http:// interactivesites.weebly.com/solar-system.html]. This site features a variety of di erent diagrams and interactives about the Solar System. The diagrams and interactives provide students with valuable information, such as models of the Solar System and information about each planet. This will allow the students to gain a greater understanding of the size of each planet and the characteristics that make each planet unique. 3.ESS1 Use data to categorize the planets in the solar system as inner or outer planets according to their

physical properties. Science-Solar System BrainPOP, (2020). Science-Solar System. [Instructional Video, $230.00 for Teacher Yearly Subscription]. Retrieved on [9/7/2020] from [https://www.brainpop.com/science/space/solarsystem/]. This site provides a video discussing the Solar System. In this video, information is shared about the origins of the Solar System, as well as the di erences between the inner planets and outer planets. Tim and Moby take a tour of the Solar System to uncover information about the Sun, planets, and other

bodies.

physical properties. Solar System, The Solar System Quizlet, (2020). Solar System, The Solar System. [Web/Mobile App, Free]. Retrieved on [9/7/2020] from [https://quizlet.com/415933570/solar-system-the-solar-system- ash-cards/]. This app features students being asked a variety of questions pertaining to vocabulary about the Solar System. Students can make use of the vocabulary in di erent ways, such as ashcards, matching, games, and assessments. This allows students the opportunity to familiarize themselves with vocabulary that has been or will be discussed in class. 3.ESS1 Use data to categorize the planets in the solar system as inner or outer planets according to their

physical properties. Solar Walk Ads+: Explore Space Vito Technology Inc., (2019). Solar Walk Ads+: Explore Space. [Mobile App, Free]. Retrieved on [9/7/2020] from [https://apps.apple.com/us/app/solar-walk-ads-explore-space/id559702509]. This mobile app allows students to interact with the Solar System. Students can do this by looking at speci c information about the Sun, planets, and even dwarf planets, asteroids, and comets. Students can click on a body in the Solar System to acquire details, such as interesting facts, general information, gures, internal structure, and gallery. This certainly provides students with an abundance of information that likely goes beyond what could be discussed in the classroom. 3.ESS1 Use data to categorize the planets in the solar system as inner or outer planets according to their

physical properties. StoryBots Outer Space YouTube, (2018). StoryBots Outer Space. [Instructional Video, Free]. Retrieved on [9/7/2020] from [https://www.youtube.com/watch?v=Vb2ZXRh74WU]. This site provides a video discussing the Solar System. In this video, the Sun and the planets are animated. With the animation, the Sun and the planets perform a rap about each of their characteristics. Not only does this provide the students with helpful information, but it also sets it to a tune which could be very helpful for some. In addition, some students will probably nd this to be fun! 3.ESS1 Use data to categorize the planets in the solar system as inner or outer planets according to their

physical properties.

3.ESS1 Use data to categorize the planets in the solar system as inner or outer planets according to their

MULTIPLIC ATION AND DIVISION

Contributor: Montavious (Ortez) Thomas Sample NearPod Lesson In this unit, third grade students will learn how to uently use multiplication and division in real world situations, related to grouping and separation of objects. Students may not understand the relationship between addition and multiplication, and subtraction and division. The students will have learning experiences through hands-on group activities, virtual guided lessons, and class conversions between multiplication and division. This unit’s activities will help guide students with uent progression using multiplication and division with everyday objects. Multiplication and division are used on a daily basis, in which conversion and estimation are needed readily available. Once students recognize how to uently use multiplication and division, they will be able to convert data, rapidly estimate numerical data, gather and separate numerical data, and complete the uent foundation of the basis for their future in mathematics. Representing and solving problems involving multiplication and division are learning expectations outlined in Common Core Mathematics: Operations and Algebraic Thinking, Standards 1, 2, and 3. 1- Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. 2- Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56

objects are partitioned into equal shares of 8 objects each.

3- Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 4- Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

ASSURE Lesson Plan Template Multiplication Strategies Name: Montavious Ortez Thomas Duration of Lesson: 60 Minutes

Subject Area: Mathematics Grade Level: 3rd

General Characteristics

Analyze learners

There are a total number of 16 students in the class. Out of the 16, four are males, 12 are females, with two EL students, one boy and girl, along with a variety of races. The races are African American, African, European American, and Hispanic Americans. These students range from ages 9-10 years old, in the 3rd grade. The English Language Pro ciency is currently at a level 3. The students are developing a deeper understanding of the English Language, however, they are behind and do not know a lot prerequisite material for the third grade. The studentsâ&#x20AC;&#x2122;s conversation and academic English is minimal and below grade level. Most of the students cannot not uently read, lack true phonic awareness, and have a hard time with 3rd grade phonics. This is evident in reading aloud, personal conversation with the students, and in their spelling and writing. Curriculum Competencies To complete this lesson, students will need to know how to add, the foundational principals of skip counting, and how use manipulative to visually represent Mathematical equations. Technology Competencies To complete this lesson, students will need to know how to navigate a laptop and how to create tables to visually represent arrays using

â&#x20AC;¨

Microsoft Word, Apple Pages, or Google Docs.

State & NETS*S objec ves

State Standard 3.OA.A.3- Use multiplication within 100 to solve problems in situations involving equal groups and arrays, by using drawing and visual representation for the problem. ISTE Standard 5.c. Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

Behavioral Objec ve: Given a laptop with access to Apple Pages, Microso Word, or Google Docs, the learners will create visual representa on of mathema cal equa ons using groups and arrays in order to demonstrate how they would solve word problems. The students will complete within their groups 3 of 4 word problems, accurately, that represent the equa on. Language Objec ve: Key Vocabulary: array, grouping, product, multiple, by, times, lots of, total, product Academic Language Functions To express true understanding of the lesson, students are encouraged to use the following vocabulary terms in explaining their representation of equations up to 100. The students will use their understanding of multiplication to complete 3 of 4 equations accurately, provided access to Apple Pages, Google Docs, and Microsoft Word. The vocabulary terms will be discussed in our morning meeting. These term will be issued as a word search to get the students engaged. Afterwards, we will discuss, so the students have a better understanding to describe their thinking and creative process when presenting. A short video will follow the discussion of the terms, so that the application of

the terms are used in ways of context to the students.

Select instruc onal

Curriculum Materials

methods, media, and materials

-20 handouts for student work in a group setting (student centered) -20 word search, multiplication (student/teach centered) -20 pencils (student centered) -20 dry erase boards (student/teach centered) -20 dry erase markers (student/teach centered) -20 paper towels/napkins to erase (student/teach centered) -40 dice for creating arrays and grouping (teacher/student centered) Technological Materials -20 Laptop devices (student centered) -Wi-Fi/internet connection (student/teach centered) -Apple Pages, Microsoft Word, Google Docs (student/teach centered) -Interactive Whiteboard (teach centered) -Dry erase board (student/teach centered) -Projector, so students can present (student centered) -Printer with color ink and paper (student centered) -Mr. Pearson Teaches 3rd Grade. (2015, July 21). Learning to Multiply using Multiplication Strategies - Mr. Pearson Teaches 3rd Grade. Retrieved from https://www.youtube.com/watch?v=vczu9agvF4g (Student Centered)

***Any teacher using this lesson plan should use a rubric to determine

the educational value for the learner and the learning environment***

U lize media and materials

Media and Materials All technology materials will be charged, readily available at the students desks, and connected to media streams for direct use during the lesson.

Classroom The lighting will be the responsibility of the student closest to the light. They will turn the lights on and o when necessary. All materials will be aligned with the students at their desks, along with writing utensils inside their desks.

Learners • Introduce the lesson and vocabulary terms with word search, following up with a reference video for the terms and intro to the lesson (crossword, video) • After we discuss each word on reviewing the word search, the class will add these terms to our word wall. • As a class, the teacher will open Apple Pages, Microsoft Word, Google Docs so the students will have an idea of where to locate this the applications • We will further investigate how to use pictures, grouping, and arrays as a class with visuals on the interactive white board. • As we work through the problems, students will use their dry erase boards to write equations for the sample problems we do on the board as a class, as we roll dice to give us two factors that the students will use to create equations and allow us to use as examples for creating visual representation. • Students will then divide into 5 groups at one of the four corners of the class and one in the center. • Group of students will compose their own visual representation of the dice they rolled, that goes along with the worksheet, and use Apple Pages, Microsoft Word, Google Docs

• Students will completed 3 out of the 4 word problems to show their

Require learner

After the students have been instructed on how to use the technology,

par cipa on

they will then get into 5 groups of 4 (depending on the number of student in attendance, max 4 min 2). The students, in groups, will use their pencils, handouts, dice, and laptops to discuss and create their visual equations. In the groups, the students will roll their dice to come up with random equations, (e.g 2x3) to create visual groups and/or arrays for their random equations. Students will be asked to roll the dice individually for the four equations and their visual representations, whose product is less than 100.

Once completed, the groups of students will log into their laptops and pull up the Apple Pages, Google Docs, or Microsoft Word. The group of students will then create 4 arrays or groups. The students must correctly and provide the teacher with evidence of completion, then print. Once completed, the students may continue to practice creating visual, until the whole class is nished. The last portion of the lesson will be used for group presentations of their visual equations. The students in the presenting group will display using the projector to show their visual representation of each equation. The students will be graded on their completion of the 4 equations, the correctness of their composed word problem, and their e ort to participate within their group.

If a student is showing signs that they do not understand the objective (solving multiplication problems within 100 using arrays and grouping), ask one of the group members who is pro cient to explain to the students with their thought process instruction or examples of what they did. If peer tutoring does not work, provide the student with examples and instruction for strategies they could use. If the student still does not understand, you can have the student work a problem the teacher created

and work through the problem with those students.

Evaluate and revise

Formative Assessment (Process): Formative assessments used in this lesson include observation of group participation while composing equations with the dice, completion of the groups and arrays created, and presenting of their composed equations. Students will demonstrate understanding by working together. This expectation helps forms their own equations and also working to complete at least 3 out of the 4 created problems correctly. Students will be graded individually and then as a whole group. The formative assessment will take place as the group is working together to write a problem, complete the 4 equations, and then as they are presenting. I expect all students to participate and collaborate with each other and putting forth e ort in completing the assigned task. While presenting, students will talk at least once either reading the problem, tell why they chose the design (array or grouping) to explain their equation, how the equation should be written in standard form, or how they came to their conclusion that the product is accurate. I will provide the students with verbal feedback, directly after their presentation. Students will have constructive criticism and ways they could improve. If the objective is not being met by 75% of the class, then the lesson should be stopped and readdressed to identify and correct any misconceptions that the students have. If a student is not meeting the pro ciency level throughout the formative assessments, then the student either needs additional instruction or needs to work through problems alone, rather than with a group if he/she is not willing to participate. This will help me identify how to best help the student navigate through problems later, that involves group work. Summative Assessment (Product):

The summative assessment will be the combination of the group’s e ort and correctness of their composed equations, the completion of at least 3 out of the 4 practice equations correctly, and the presentation of their work. The students will receive a grade for their work e ort within their group, the group’s creation of a created equation, the completion and correctness of the practice problems, and the student’s role in the group presentation. The student’s work will document the student’s ability to create equations to solve problems using arrays and groups (TN Math standard 3.OA.A3) and the ability for students to use technology to develop descriptive modes to facilitate problem solving (ISTE 5.c). It will also document the student’s ability to operate a laptop and use software to create visuals that explain their equations.

Keep Kids Engaged in Learning ActivitiesThe students will use the games to actively use in the classroom. The students can use centers and di erent stations to complete a multitude of ideas in the class. However, the students will be able to obtain and review the same information in di erent ways. It can also allow the students to review their freedom of choice in the class, to better assist them in a variety of ways, in which they choose, the best understanding of multiplication and division. Through these activities, I can gauge my lessons and how to deviate or incorporate these understandings and concepts when moving forward in mathematics. This will allow students to view the relationship between multiplication and division properties, while having unknown factors. (3.OA.C.6) Staake, J. (2019, December 23). 21 Third Grade Math Games To Keep Kids Engaged in Learning. Retrieved August 27, 2020, from https://www.weareteachers.com/third-grade-math-games/ Learning Division 2-3 grade Letâ&#x20AC;&#x2122;s get familiar with division. In this video, students will have the opportunity to look at division from di erent ways to write number sentences, vocabulary, and how to break down a multiplication problem.

This also will help achieve the standard completion of (3.OA.A3).

Media Share Resources

Math Video. Retrieved from https://www.youtube.com/watch?v=gjqxhtjyfC4 Learning Multiplication This informative video is very detailed. It allows the students to see multiplication explained. Not only is it explained, but it also provides students basic strategies to understand how to multiply, or understand multiplication through visualization. It also will allow students to visually see the concepts of the vocabulary for this lesson and help with lessons for standard (3.OA.A.3).

Mr. Pearson Teaches 3rd Grade. (2015, July 21). Learning to Multiply using Multiplication Strategies - Mr. Pearson Teaches 3rd Grade. Retrieved from https://www.youtube.com/watch? v=vczu9agvF4g Math Playground The students will be able to actively play games that will engage their memory. They will have opportunities to see how the relationship between di erent numbers become fact families in multiplication and division, as they were in addition and subtraction. This activity will help students uently multiply and divide numbers up to 100, which is a standard that will be taught later to the students (3.OA.C.7). Math Playground, LLC (2020). Penguin Jump Multiplication. Retrieved August 27, 2020, from https://www.mathplayground.com/ Photo Math Through this application students will be able to have access to helpful descriptions on how to complete

mathematical equations. Especially division as we progress and develop an understanding of division.

Math & Learning Videos 4 Kids. (2015, September 24). Learn Division for Kids - 2nd and 3rd Grade

time where time is valuable. Virtual learning is hard, and I am sure it is especially hard for primary students. This app will be most helpful to the family, for ah-ha moments, of pieces of math they may have forgotten. While this application will cover almost, if not all types of mathematics equations, it allows students and parents to review and see problems with explanations in real time. (Operations and Algebraic Thinking) Photomath, Inc., (2020). Photomath. Application. $0. Aug 27, 2020 from https://apps.apple.com/ us/app/photomath/id919087726. Splash Math (Grade 3 Math) This game is a great way for students to review math in the palm of their hands. With this game, it allows the students to uently learn and review multiplication facts. This too will help students transition from memorizing, but uently divide and multiply up to 100 (3.OA.C.7). StudyPad, Inc., (2020). Splashmath, 3rd Grade Math Games for Kids. Application. $0. Aug 27, 2020

from http://apps.apple.com/us/app3rd-grade-math-games-for-kids/id449564960

â&#x20AC;Š

Parents will be able to review this with their students, when they are home, for a rapid explanation, in a

MULTIPLIC ATION

Contributor: Kobie Williams Sample NearPod Lesson In this unit, third grade students will be introduced to the operation of multiplication. Learning how to use multiplication may be di cult for these learners when trying to say multiplication facts uently. Multiplication may be di cult to learn because the necessary connections aren’t being made or there is are issues combining memorization and strategy. Students may also get confused on representing multiplication facts. Students may have these problems because they aren’t being broken down into chunks that are manageable for them. They may also have these problems because they are lacking the connection or resources of using manipulatives when solving math problems between the math facts. Integrating digital tools will help revolutionize my unit plan such as multiplication fact videos that will give students an engaging way to practice their uency. Students will have the opportunity to participate in partner practice, card games, and other fact-based student-centered activities during independent stations/centers. Families will also be provided with practice websites and applications that will keeps students engaged and interested to the topic at hand. Multiplication is important for students to learn because it is a skill we use in our daily lives, especially when it comes to handling money.

ffi

CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

ASSURE Lesson Plan Template Name: Kobie Williams

Subject Area(s): Mathematics

Duration of Lesson: 50 minutes

Grade Level: 3rd grade

General Characteristics

Analyze learners

In the third-grade class at Gower Elementary School, there are thirteen studentswhich include six females and seven males. The students range from Caucasian, African American, and Hispanic and are between the ages of six and seven. There are no students in the classroom that has IEPs or 504s. There are also no English Language Learners. The all the students are uent with the English language. The PK-4 school’s student body represents more than 25 countries with multiple ethnic backgrounds, making Gower one of the most diverse schools in the district. Gower Elementary School is a nonCommunity Eligibility Provision (CEP), which entitles an application for free-and reduced-lunch.

Curriculum Competencies To complete this lesson, students will need to know the basic steps of addition to make introducing multiplicative understanding in a natural way.

Technology Competencies To complete this lesson, students will need to know how to navigate a device with internet (preferably a laptop or tablet) and how to navigate a Nearpod

activity and a OneDrive assessment.

3.OA.A.1 Interpret the factors and products in whole number multiplication equations (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches.)

State Standards & Objectives

MP2: Reason abstractly and quantitatively. MP3: Construct viable arguments and critique the reasoning of others. MP4: Model with mathematics.

Behavioral Objective: Given access to an interactive Nearpod lesson that includes a variety of addition sequences, manipulatives, and practice identifying patterns within the addition sequences and multiplication problems, the learners will interpret the product of whole numbers as the total number of objects in equal groups using addition in order to demonstrate that multiplication skills are the same as adding the same amount over and over again. Language Objective: Key Vocabulary: Repeated addition, multiplication, multiplicand, skip counting, total, sum, product, solve, grouping, times, addend. Academic Func ons: To express understanding, students will

use the following vocabulary terms to guide their knowledge of the math operation, Multiplication. Students will understand how repeated addition and multiplication ties into each other. They will notice that when doing one, they are really doing the other. The vocabulary terms are a mixture of words that have been previously introduced and new words. These terms will be mentioned at the beginning of the lesson to provide the students with key terms to keep near that may come in handy. The students will watch a video that will explain in depth what the new multiplication terms are (the addition terms will be review) and then we will discuss the words as a whole group. To make sure the students are understanding the vocabulary terms before moving forward, there will be a matching activity on the Nearpod lesson that the students will be able to do to show the teacher how the students are grasping the terms. The teacher will write the terms on the dry erase board for the remainder of the lesson.

What materials will the YOU (teacher-centered) need in order to teach this lesson?

Select instructiona l methods,

•Smart board

media, and

•Manipulatives (to provide examples)

materials

•Nearpod lesson •OneDrive (to monitor student’s progress)

What materials will your students (student-centered) need? •OneDrive assessment •Access to the Nearpod in class lesson •Manipulatives (such as counters) Curriculum Materials Scratch paper (student centered) Pencil (student centered; one for each student) Counters/Manipulatives (teacher and student centered) 4 groups of 3, one group will have four (student centered) Technological Materials Studypad website: S. (2020). Fun Math Practice Games for Kindergarten to 5th Grade. Retrieved September 07, 2020, from https://www.splashlearn.com/math-skills/ third-grade? msclkid=cba60b9efda211aa483554c80f791cb3 Multiplication Mash Up Video: McCarthy Math Academy. (2016, July 7). Multiplication Mash Up - A Fun Way to Learn Your Multiplication Facts! [Video le]. Retrieved September 07, 2020, from https://www.youtube.com/ watch?v=EgjCLhoI9Mk (student centered) Media devices (tablet/laptop) with Wi-Fi/internet connection (student centered) Personal media device for sharing (teacher centered) ELMO to display video (teacher centered)

Pull-down display screen (teacher centered)

Preview and Prepare Materials

Utilize media and

Preview the Multiplication Mash Up Video

materials

Preview the practice website Have the video prepared on the tablet/laptop Check for properly working ELMO Check for connection of tablet/laptop and ELMO Have writing utensils for dry erase board Have Nearpod ready to go and accessible (link and code should be sent out to children) Have OneDrive ready to go and accessible (link will be posted on school platform) Prepare the Environment Turn the lights o for the projector. Pull-down display screen Turn the projector and ELMO on Prepare the Learner Introduce the lesson and vocabulary terms by referring to the video provided. Review the agenda for the day. Assist students in accessing Nearpod lesson. Present the practice website. Assist students in accessing OneDrive assignment.

Introduce breakout groups for peer discussion.

Require

After the instructional period using the Nearpod

learner

lesson is over, students will work independently on

participatio

their OneDrive assignment. Once the independent

instruction is over, students will be broken into 4 groups (3 groups of 3 and 1 group of 4). The groups will then be sent into their own breakout room/area. From there the students will be instructed to talk amongst their group to show how they used their manipulatives to show a multiplication sequence. The students will continue to explain how their multiplication sequence relates to repeated addition. The groups will get approximately 10 minutes to share. The idea of this task is to give students the opportunity to verbally explain how they got their answer step by step. This will allow clearance that students are on the right track and are able to see the similarity between repeated addition and multiplication.

If a student is showing signs that they do not understand the objective (using their manipulatives and explaining what they did), ask one of the group members who is pro cient to explain the student with additional instruction or examples of what to do an where the struggling student went wrong. If peer tutoring does not work, provide the student with examples and instruction from the practice website. Have the student use the manipulatives to give them a visual of the multiplication being done. If the student still does not understand, focus more on the repeated addition side of multiplication since that is

a more familiar operation.

Formative Assessment (Process)

Evaluate and revise

Formative assessments used in this lesson include observation of group participation while using the manipulatives to show and explain their multiplication problem and how it relates to repeated addition. Students will demonstrate understanding by working together to evaluate what each group member is sharing their multiplication problem. Students will be looking for things their peers did right and/or wrong and providing each other with the necessary feedback. The formative assessments should be recorded on a group evaluation sheet that will be entered into the gradebook for participation. The students will need to be graded individually. The formative assessment will take place as the group is working independently to grade their peer while they are presenting their problem and manipulatives. I expect all students to participate and collaborate within their group and put forth e ort in completing the assignments. While presenting, I expect all students to talk. When they are talking, I expect them to identify the multiplication problem they came up with, what answer they got. I expect them to have some type if manipulative that also re ects the problem and answer they are discussing. Lastly, I want the students to share something they noticed about the relationship between multiplication and repeated addition. I expect to hear the students providing each other with verbal feedback directly after their presentation with encouraging words and/or appropriate constructive criticism. If the objective is not being met by a large percentage of the class, then the lesson should be stopped and readdressed by the teacher. If a student is not meeting the pro ciency level throughout the formative assessments, then the student either needs additional instruction or needs to work through problems alone, rather than with a group if he/she is not willing to participate.

Summative Assessment (Product):

The summative assessment will be grading based off of the group evaluation sheets and the OneDrive assignment that was completed prior to the group task. The students will receive a grade for their work e ort with completing their group evaluation sheets for each member, the work that was completed in the OneDrive assignment, the studentâ&#x20AC;&#x2122;s role in their presentation. The studentâ&#x20AC;&#x2122;s work will document the studentâ&#x20AC;&#x2122;s ability model with mathematics (MP4), reason abstractly and quantitatively (MP2), construct viable arguments and critique the reasoning of others (MP3), and interpreting the factors and products in whole number multiplication equations (3.OA.A.1).

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column with things missing.

Illustrations/

Math Cards App Math Cards App: Masato Takagi. (2015). (Big Math Flash Cards). [Cost: FREE] Retrieved from Apple App Store on September 7, 2020 from https://apps.apple.com/us/app/big-math- ash-cards/ id929492658 This application provides math ashcards for each math operation. This will provide students with easy access to multiplication ash card. Using this app aligns with the curriculum standard because it gives students the opportunity to practice interpreting products of whole numbers they are given while increasing the students’ uency with multiplication equations. 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Math Playground Math Playground website: King, C. (2020). Math Playground Makes Math Fun! Retrieved September 07, 2020, from https://www.mathplayground.com/ This website has a tab speci cally for multiplication. This tab will provide di erent multiplication games for the students to play. Using the website aligns with the curriculum standard because it gives the students a place to enjoy practicing how to interpret the products of whole numbers in an engaging way. 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Monster Math Monster Math: Makkajai Edu Tech Private Limited. (2020). (Monster Math: Kids Fun Games). [Cost: Free] Retrieved from Apple App Store on September 7, 2020 from https://apps.aple.com/us/app/

monster-math-kids-fun-games/id931943412

Media Share Resources

This application is a game about monsters that includes math facts. While playing the game, students will answer multiplication problems to level up. Exposure to this app will give students the consistency they will need to master multiplication while still appealing to their wants of fun and excitement. Using this app aligns with the curriculum standard because it gives students the opportunity to practice interpreting products of whole numbers they are given. When the students nd the correct products of the multiplication problem, they will help di erent monsters complete a task. If the answer is wrong, the monsters can’t continue the task, meaning they will not level up. 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Multiplication Mash Up Multiplication Mash Up Video: McCarthy Math Academy. (2016, July 7). Multiplication Mash Up - A Fun Way to Learn Your Multiplication Facts! [Video le]. Retrieved September 07, 2020, from https:// www.youtube.com/watch?v=EgjCLhoI9Mk This is a 7-minute video of math facts. This video helps students uently sing their math facts. There is a speci c song for each number factor starting with 0, ending with 12. The video aligns with the curriculum standard because it provides a fun and engaging way to master seeing and saying the products of the given multiplication problem. 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Splash Learn Studypad website: S. (2020). Fun Math Practice Games for Kindergarten to 5th Grade. Retrieved September 07, 2020, from https://www.splashlearn.com/math-skills/third-grade?

msclkid=cba60b9efda211aa483554c80f791cb3

This website will give students the opportunity to practice multiplication. Students will be able to pick math facts based on the grade level they are in. Using the website aligns with the curriculum standard because it gives the students a place to advance their ability to complete equations where they will nd the product of whole numbers. 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

Times Table Song Times Table Song: Kids Learning Tube. (2019, April 5). Multiplication Song for Kids/ Times Table Song for Kids. [Video le]. Retrieved September 07, 2020, from https://www.youtube.com/watch? v=D6ajLh0isG8 This is a 4-minute video introducing the times table. It provides examples of how to use the times table chart by giving di erent multiplication equations and showing how to get the answer. This will be useful because it gives students a visual of how multiplication looks. This video aligns with the curriculum standard because it can help students become uent and con dent with knowing the products of the given multiplication problem., especially for visual learners. 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 ×

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FOURTH GRADE

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219

ECOSYSTEMS

Contributor: Allison Carmack Sample NearPod Lesson In this unit, fourth grade students will learn about the di erent ecosystems as well as bene ts to animals and plants in the ecosystems, photosynthesis, and food chains. Students may struggle with this unit because they have little background knowledge on ecosystems. In third grade, according to the Tennessee Academic Standards, they learned about how animals bene t in forming groups in di erent ecosystems. However, they did not learn about the di erence between all of the ecosystems and all of the bene ts that come from them. Students will get to experience this unit through a variety of activities such as; presentations, lectures, and hands on activities. Students will be conducting their own research and will be provided websites, videos, and other resources to do so. By the end, the students will be put into groups or pairs and use Google slides to make a presentation to present di erent ecosystems and what they have learned about them. These activities will help the students learn about the di erent ecosystems and the bene ts that come within each of them. It is important to for students to learn about di erent ecosystems because it develops more knowledge about the world around us and they are able to identify di erent species in the possibility that students might want to pursue a career as an ecologist. 4.LS2: Ecosystems: Interactions, Energy, and Dynamics 1) Support an argument with evidence that plants get the materials they need for growth and

â&#x20AC;¨

reproduction chie y through a process in which they use carbon dioxide from the air, water, and energy

from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis. 2) Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers. 3) Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web. 4) Develop and use models to determine the e ects of introducing a species to, or removing a species from, an ecosystem and how either one can damage the balance of an ecosystem.

ASSURE Lesson Plan Ecosystems Presentations Alli Carmack

Subject Area(s): Science

Grade Level: 4th

Duration of Lesson: 60 minutes

Name:

Analyze learners

General Characteristics In my fourth-grade class at Beech Elementary School, there are 21 studentswhich include ten females and eleven males that range from ages nine to ten years old. The students range from Caucasian, African American, and Hispanic. I have four students with 504 plans that accommodate them to have extended time in their work, so they receive time and a half to complete individual assignments. All of my students are also uent with the English language.

Curriculum Competencies To complete this lesson, students will work in groups and need to know the di erent ecosystems as well as bene ts to animals and plants in the ecosystem, photosynthesis, and food chains.

Technology Competencies

To complete this lesson, students will need to know how to properly use a Chromebook and Google Slides.

State Standard 4.LS2: Ecosystems: Interactions, Energy, and Dynamics 1) Support an argument with evidence that plants get the materials they need for growth and reproduction chie y through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis. 3) Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web. 4) Develop and use models to determine the e ects of introducing a species to, or removing a species from, an ecosystem and how either one can damage the balance of an ecosystem. ISTE Standard 3.a. Students plan and employ e ective research strategies to locate information and other resources for their intellectual or creative pursuits. Behavioral Objective Given websites, their science textbook, and a Chromebook, the fourth-grade students will design and present a Google Slides presentation that will be at least 5-7 slides that contain short paragraphs discussing what ecosystem you have, where you can nd it, animals and food chains, and plants. Language Objective Key vocabulary: ecosystem, food chain, composer, producer, decomposer, biotic, abiotic, biome Academic Language Functions To express understanding, students will use the following vocabulary terms in their Google Slides. After students complete their Google Slides, they will present them in front of the class.

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The vocabulary terms were taught in previous lessons in this unit, and they are also listed in their textbook. We have discussed all of the ecosystems they will be presenting so they will be able to use what they previously learned, textbook, and the websites I provide.

State & NETS*S objectives

Select instructional methods, media, and materials

Curriculum Materials

●25 copies of checklist and rubric (student centered) ●Dry erase board and markers (teacher centered) Technological Materials

●Website: Nelson, Ken. (2020). Science for Kids: World Biomes and Ecosystems. Ducksters. Retrieved on September 8, 2020 from https://www.ducksters.com/science/ecosystems/ world_biomes.php (student centered)

●Video: HomeschoolPop (2018, July 13). Ecosystems for kids. Retrieved from YouTube on September 8, 2020 from https:// www.youtube.com/watch?v=SNF8b7KKJ2I (student centered)

●10 Chromebooks with internet connection (student centered) ●ELMO to display rubric and checklist (teacher centered) ●Projector that is connected to the desktop computer (teacher centered)

***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment***

Utilize media and materials

Preview and Prepare Materials

●Preview Ecosystems Video-- *previewed and approved* ●Preview the website of ecosystems-- *previewed and approved* ●Print 25 copies of checklist (one for each student) ●Print 25 copies of rubric (one for each student) ●Check for properly working ELMO ●Check for connection of Chromebooks, desktop computer, and ELMO

Prepare the Classroom

●Turn the lights o for the projector. ●Turn the projector and ELMO on ●Have Chromebooks in the classroom ●Write website title and URL on dry erase board

Prepare the Learner

●Introduce the lesson and review vocabulary with student participation

●Model how the students will type in the title to the website ●Display and go over the checklist and rubric ●Demonstrate how students will access Google Slides ●Go over the groups and their members ●Assign each group a di erent ecosystem ●Each group will use the video and website that are given along with their textbook and other resources to design a Google Slides presentation of 5-7 slides that contain short paragraphs discussing what ecosystem you have, where you can nd it, animals and food chains, and plants.

●After completion of the Google Slide, each group will share their

Require learner participation

After the instruction on how to use the technology, students will be broken into 5 groups (1 group of 5 and 4 groups of 4). The groups will then be provided with a Chromebook, checklist, rubric, and their assigned ecosystem. From there the students will be instructed to talk amongst their group to design their Google Slides presentation and website/video resources, however, they are able to go nd their own research as long as they include the link of the website or video. The students will create 5-7 slides that contain short paragraphs discussing what ecosystem you have, where you can nd it, animals and food chains, and plants. Once completed, the groups of students will share their presentation with the teacher to allow for easy access to display the slides for their presentation and access for the teacher to grade it.

If a student is showing signs that they do not understand how to create the slides, ask one of the group members who is pro cient to explain the student with additional instruction or by demonstrating how to create the slides. If this does not provide a better understanding for the student, provide the student with a better understanding of instruction and expectation on how to access Google Slides and go over the checklist with them.

Evaluate and revise

Formative Assessment Formative assessments used in this lesson include observation of group participation while creating, completing, and presenting their Google Slides presentation. I will expect to see all students participating within their group in designing and creating their presentations. Students will demonstrate understanding by following their checklist and rubric that was given to them at the beginning of class and show the understanding within their presentation. As the students are working in their groups and designing their slides, I will be circulating around the classroom to listen to the groups and their ideas. I will also make sure that the groups are working well together, and everyone is getting to say their part in the group discussion. If a group or student seems to be stuck, I will assist the group/student until I see that they are understanding what is being asked of them to complete the lesson e ectively. As the students present their Google Slides I will be looking and taking notes on both the checklist and the rubric to ensure that the students had a clear understanding of the project and that the students are meeting their learning goals for the lesson.

Summative Assessment The summative assessment will be the graded rubric and checklist over their presentation that combines group work and completion of the Google slides. The teacher will be looking at both the rubric and checklist for a grade on this presentation. Both of the checklist and the rubric align with the lessons goals, objectives, and standards as the students present their ecosystem presentation that will be at least 5-7 slides that contain short paragraphs discussing what ecosystem you have, where you can nd it, animals and food chains, and plants. My classroom has 4 students with 504â&#x20AC;&#x2122;s that only require students to have extended time on independent assignments. I will make sure to put one student in each of the groups and circulate to make sure they are staying focused and completing their work, however, since the presentation is not an independent assignment, they will not receive extra time for their group.

Checklist- What to include in your slides:

•Name your Google Slides presentation •Cover slide with list of group members names •What ecosystem did you get assigned? •Where is your ecosystem located? •What is the weather like in your ecosystem? •What animals can you nd in your ecosystem? Talk about food chains. •What plants can you nd in your ecosystem? •Additional information about your ecosystem •Conclusion •Make sure you have your information written in a short paragraph •Include images •If you use a video or website that I did not provide to you, provide the link in the last slide of your presentation. Rubric Information is not accurate and does not ful ll a purpose. Student(s) struggle to understand the content.

Project is inaccurate. Did not include relevant information about our topic.

Project is accurate. Included little to no relevant information about our topic.

Project is accurate. Included relevant information about our topic.

Project is accurate and interesting. Included relevant information about the topic.

Content

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Routinely provides useful ideas when participating in the group and in classroom discussion. A de nite leader who contributes a lot of e ort.

Group Participation

Some information is logically sequenced.

Information is organized Most information is in a clear, logical way. It organized in a clear, is easy to anticipate the logical way. type of material that might be on the next slide.

Organization

Presentation has no misspellings or grammatical errors.

Presentation has a few minor errors but they do not distract from presentation.

Presentation has frequent spelling and grammatical, and they begin to distract from presentation.

Presentation has many errors in spelling and grammar and they distract from presentation.

Media Share Resources Animal Habitats & Ecosystems Animal Habitats & Ecosystems is a great resource for students to use inside or outside of the classroom and the best part is itâ&#x20AC;&#x2122;s FREE! This app takes you on a guided tour of the ecosystems and is 100% interactive. You will learn how to classify animals and even be able to run science experiments. This app would be a great resource to add into your ecosystem lessons. Even just to get a little extra practice. Tappity Inc. (2018). Animal Habitats & Ecosystems. [iTunes App, Cost: Free] Retrieved on September 8, 2020 from https://apps.apple.com/us/app/animal-habitats-ecosystems/id1490505099 Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. easyLearn Adaptations in Animals | Life Science HD

easyLearn Adaptations in Animals | Life Science HD is an app that helps students learn about the physical and behavioral adaptations of animals in di erent habitats. In this app, it has three di erent modes for students to use. The rst mode is learning which covers the learning pages about each animal along with pictures and facts. The second mode is practice which allows students to practice their skills by answering questions or solving puzzles. The last mode is quiz mode which allows you to test the knowledge youâ&#x20AC;&#x2122;ve learned within the app or even in the classroom.

Capitalization and Grammar

Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Ecosystems for Kids Ecosystems for Kids is a great video to share with your students to introduce the ecosystems topic to your students. By using this video as an introduction, you will be able to grab your studentâ&#x20AC;&#x2122;s attention and get them excited about learning about the di erent ecosystems. This video is great for your visual and auditory learners as well! The students will be able to see what the di erent biomes look like through the pictures displayed throughout the video. HomeschoolPop (2018, July 13). Ecosystems for kids. Retrieved from YouTube on September 8, 2020 from https:// www.youtube.com/watch?v=SNF8b7KKJ2I Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Ecosystem Games

Games are a great way to get kids interested and involved in your lesson. In this pbskids.org website, it o ers a variety of games students are able to play and learn not only about their ecosystems, but many di erent factors that occur as well. Through these di erent games, students will be able to learn more about ecosystems, prey and predator, animal adaptations, biomes and so much more. Students love games, so why not include it into their daily learning!

Vasuki, Anupama (2012). easyLearn Adaptations in Animals | Life Science HD. [iTunes App, Cost: Free] Retrieved on September 8, 2020 from https://apps.apple.com/us/app/easylearn-adaptations-in-animalslife-science-hd/id579406670

Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Food Chain | Food Web | Video for Kids Food Chain | Food Web | Video for Kids is a great video to show your students when talking about animal adaptations and food chains in the ecosystem unit. Videos help to keep your studentâ&#x20AC;&#x2122;s attention, especially since students are beginning to grow up with technology. Throughout this video, it provides academic vocabulary such as carnivores, producers, and consumers and also displays diagrams of food chains going from plants to animals. This video is more geared towards upper elementary, only because that is when you will begin learning about the ecosystems. learningjunction (2017, March 4). Food Chain | Food Web | Video for Kids. Retrieved from YouTube on September 8, 2020 from https://www.youtube.com/watch?v=FFloV2J-eKI Technology Standard 6c:

Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations.

PlumLanding (2017). Games. Retrieved on September 09, 2020, from https://pbskids.org/ plumlanding/games/index.html

Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. World Biomes and Ecosystems This ducksters.com website titled â&#x20AC;&#x153;World Biomes and Ecosystemsâ&#x20AC;? o ers in depth information about what ecosystems and biomes. In this website, it provides hyperlinks to di erent types of biomes, cycles that occur within the ecosystems, and activities to help students gain more knowledge about di erent biomes and what is di erent in each one. When you click on the hyperlink of one of the biomes it takes you to a page that talks about what that biome looks like, animal and plant adaptations, and where the major biomes are located in the world. Nelson, Ken. (2020). Science for Kids: World Biomes and Ecosystems. Ducksters. Retrieved on September 8, 2020 from https://www.ducksters.com/science/ecosystems/world_biomes.php Technology Standard 3a: Students plan and employ e ective research strategies to locate information and other resources for their intellectual or creative pursuits. Technology Standard 1c:

Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Technology Standard 1c:

RENEWABLE AND N ONRENEWABLE RESOURCES

Contributor: Taylor Woodard Sample NearPod Lesson In this unit, fourth grade students will learn about renewable and nonrenewable resources as well as how human activity can a ect the land and oceans. Students may struggle during this unit because they have no background knowledge of renewable and nonrenewable resources, according to the standards progression. Students may also struggle with creating an argument based o of research to discuss how humans impact land and oceans. Throughout this unit, students will be conducting their own research, watching videos, participating in classroom discussions, and using Google Docs to publish their arguments. The students will be provided websites and other resources to aid in their research to reduce some of their stress. Learning about renewable and nonrenewable resources as well as the impacts of farming, mining, and building are important to students because we live in an area where we see these aspects of earth and human activity. Many people grow up in or around families who farm which may lead to students having a future career as a farmer, so they need to understand how the techniques they may use will a ect the farmland. Knowledge of Earth and Human Activity is a learning expectation covered in Tennessee State Standards for Science 4.ESS3: 1) Obtain and combine information to describe that energy and fuels are derived from natural resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not (fossil fuels, minerals). 2) Create an argument, using evidence from research, that human activity (farming, mining, building) can a ect the land and ocean in positive and/or negative ways.

ASSURE Lesson Plan

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E ects of Farming and Mining

Name: Taylor Woodard

Duration of Lesson: 60 min Analyze learners

Subject Area(s): Science Grade Level: 4th

General Characteristics In my 4th grade class at Howard Elementary School, there are eight males and eight females with a total of sixteen students who range from ages nine to ten years old. The students range from Caucasian, African American, and Hispanic. None of my students have IEPs or 504 plans, and all of my students are pro cient in English. Howard Elementary is considered a Title I School, so the school receives extra funding for supplies and classroom assistants. Curriculum Competencies To complete this lesson, students will need to know how farming, mining, and building a ects lands and oceans in positive and/or negative ways and how to write an argumentative piece of writing. Technology Competencies To complete this lesson, students will need to know how to properly use a

Chromebook and Google Docs.

State & NETS*S

State Standard

objectives

4.ESS3.2 Create an argument, using evidence from research, that human activity (farming, mining, building) can a ect the land and ocean in positive and/or negative ways.

ISTE Standard 3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

Behavioral Objective Given websites and a Chromebook, the 4th grade science students will compose an argumentative piece of writing that will be two paragraphs on Google Docs to discuss how farming or mining can a ect the land or ocean in positive and/or negative ways. Language Objective Key vocabulary: farming, mining, fossil fuels, runo , pollution

Academic Language Function To express understanding of the content, students will be expected to use the listed vocabulary terms to compose their argumentative writing piece. Once students have completed their writing, they will present their ndings to the class.

The vocabulary terms have already been taught prior to this lesson. Students have been discussing the e ects of farming and mining, so the purpose of this lesson is for students to demonstrate their understanding of the

content.

Select instructional

Curriculum Materials

methods, media, and

•20 copies of the checklist and rubric (student centered)

materials

•20 pencils (student centered) •Dry erase board (teacher centered) Technological Materials •Video: Big River: A King Corn Companion: Agricultural Runo and the Gulf of Mexico Dead Zone. (2020, August 07). Retrieved August 31, 2020, from https://tn.pbslearningmedia.org/resource/ envh10.sci.life.eco.deadzone/agricultural-runo -and-the-gulf-of-mexicodead-zone/ (student centered) •Video: O'Brien, M. (2017, May 05). How Mountaintop Mining A ects Life and Landscape in West Virginia. Retrieved August 31, 2020, from https:// www.scienti camerican.com/article/how-mountaintop-mining-a ects-lifeand-landscape-in-west-virginia/ (student centered) •10 Chromebooks with internet connection (student centered) •ELMO to display rubric and checklist (teacher centered) •Projector that is connected to desktop computer (teacher centered) •Printer with ink and paper (teacher centered) *Any teacher using this lesson plan should use a rubric to determine the

educational value for the learner and the learning environment. *

Utilize media and

Preview and Prepare Materials

materials

•Preview the dead zone video- previewed and approved •Preview the mountaintop mining video- previewed and approved •Check the printer, ink and paper supply •Print 20 rubrics and checklists (one for each student) •Check ELMO to ensure it is working correctly •Check for internet connection on Chromebooks and desktop computer •Check to make sure pencils are sharpened Prepare the Classroom •Turn the lights o for the projector •Turn on the ELMO and projector •Write video title and URL on dry erase board Prepare the Learner •Introduce the lesson and have students refer back to their vocabulary notes. •Model to students how to type in the titles of the videos. •Display and discuss the rubric and checklist. •Model how to access Google Docs. •Divide students up with their partners. •Partners will use the videos given and nd other resources as needed to compose two paragraphs discussing how farming or mining can a ect the land or ocean in positive or negative ways on Google Docs. •Partners will share their papers with teacher through Google Docs and

present ndings to the class.

Require learner

After the introduction of the lesson, students will be split into their groups

participation

(8 groups of 2), and they will be given a rubric, checklist, and pencil. The groups will then type in the titles of the videos on their Chromebooks to watch the videos, and they will decide to write about farming or mining. Students will begin their argumentative writing in Google Docs, and only one student will be typing. Students will have the opportunity to use other resources as needed but must provide the link if using another website. Once students have composed two paragraphs discussing how farming or mining can a ect the land or ocean in positive and/or negative ways, they will share the document to the teacher and present their writing to the class. The teacher will access the writing pieces on Google Docs to display for each group.

If a student is not understanding how to compose the paragraph, ask the partner to explain how to complete the task by demonstrating and o ering examples. If this does not clear the confusion, provide the student with clari cation on how to access the videos and type in Google Docs. The student may need to be asked questions that promote brainstorming for the

topic.

Evaluate and revise

Formative Assessment (Process): Formative assessments used in this lesson include observation of group participation while composing the essay and completion of the essay. All students will be expected to participate in the completion of the essay, and I expect to see all students working in some way. Students will demonstrate their understanding on the content by following the rubric and checklists given and composing the argumentative paragraphs. Students should be correctly using Google Docs and correcting mistakes that are underlined. I will use the checklist that is given to students to ensure they are meeting the goals of this lesson, and as students work, and as students present their writing, I will take notes on the rubric to determine if the student met the goals of the lesson. As students are working, I will listen and watch each group to ensure they are following the rules and working cooperatively. When students get stuck or have an issue, I will work with the student until he or she seem to be on the right track. If students seem to not be working well together or not completing the assignment correctly, I can make the decision to have the student work alone or work with another group.

Summative Assessment (Product): The summative assessment of this lesson will be the graded rubric once students complete the writing assignment. The rubric and checklist I have created aligns with the objective and standard, and students will demonstrate their knowledge of how farming or mining a ects the land or ocean in positive and/or negative ways through their argumentative writing piece by exploring real-world issues and developing ideas. If, during the formative assessment, I decide to pull a student out of group, I will have to modify the group participation rubric, and the student will not receive points for this section since it will not apply. Because none of my students have IEPs, I will not be able to modify the rubric for any other reason, but I will work with my struggling students to ensure they are able to complete the assignment adequately. Checklist: •Name the Google Docs document. •Share the document to teacher’s email.

•Pick farming OR mining as your topic.

•Discuss how farming OR mining a ects the land OR ocean in positive and/or negative ways. •Be at least two paragraphs. •1st paragraph explains what the issue is. •2nd paragraph discusses how it a ects the land OR ocean in positive and/or negative ways. •Provide examples from the video that corresponds to your topic or other resources. •If using other resources, must provide the URL at the bottom of the essay. •No underlined words or phrases in the essay.

Argumentative Essay Assignment Rubric 4 -

3 -

2 -

Above

Meets

Approaching

1 -

CATEGORY Focus or Thesis

Standards The thesis

Standards The thesis statement

Standards The thesis

Below Standards The thesis statement

Statement

statement

names the topic of

statement outlines

does not name the

names the topic

the essay.

some or all of the

topic AND does not

of the essay and

main points to be

preview what will be

outlines the

discussed but does

discussed.

main points to

not name the topic.

no errors in

errors in

several errors in

capitalization or

capitalization and/

capitalization and/or

punctuation, so

punctuation, but the

or punctuation that punctuation that

the essay is

essay is still easy to

catch the reader\'s

exceptionally

read.

attention and

interrupt the ow.

easy to read.

Punctuation

Author makes a few Author makes

Author makes 1-2

be discussed. Capitalization & Author makes

Evidence and

All of the

Most of the evidence

At least one of the

Evidence and

Examples

evidence and

and examples are

pieces of evidence

examples are NOT

examples are

speci c, relevant and

and examples is

relevant AND/OR

speci c, relevant explanations are

relevant and has an

are not explained.

and

explanation that

given that show how

explanations are each piece of

shows how that

given that show

evidence supports the piece of evidence

how each piece

author\'s position.

of evidence

supports the author\'s position.

supports the author\'s Grammar &

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This video is a great resource that teachers can use to show the e ects of farming on the ocean, which correlates with the Tennessee State Science Standard 4.ESS3: 2) Create an argument, using evidence from research, that human activity (farming, mining, building) can a ect the land and ocean in positive and/or negative ways. The video explains what the â&#x20AC;&#x153;Dead Zoneâ&#x20AC;? is in the Gulf of Mexico and how it a ects marine life. Students will learn that the algae that is formed due to runo from fertilizers all the way from Iowa can deplete the ocean from oxygen, which will cause marine life to die in this area of water. The video is quite interesting because two farmers follow the runo from their corn eld in Iowa all the way to the Gulf of Mexico to see rst-hand what sherman are experiencing due to the lack of shrimp where they sh. Students will be intrigued by the video and learn the negative impacts of farming on the ocean. Big River: A King Corn Companion: Agricultural Runo and the Gulf of Mexico Dead Zone. (2020, August 07). Retrieved August 31, 2020, from https://tn.pbslearningmedia.org/resource/ envh10.sci.life.eco.deadzone/agricultural-runo -and-the-gulf-of-mexico-dead-zone/ Energy by KIDS DISCOVER When covering the Tennessee State Science standard 4.ESS3: 1) Obtain and combine information to describe that energy and fuels are derived from natural resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not (fossil fuels, minerals), teachers and students will love using this resource. The app provides 3-D models, videos, photographs and animations, quizzes, puzzles, and games over all the subtopics of energy such as nuclear energy, light energy, wind energy, etc. This app would be great to reinforce lessons, and students can also interact with the material by playing games and watching videos. By reviewing all the material in the app, students will be able to make connections with the material which will reinforce the concepts. This app is compatible with iPad and requires iOS 7.0 or later. KIDS DISCOVER. (2013, December 05). Energy by KIDS DISCOVER. (Cost: $3.99) Retrieved from Apple App Store on August 31, 2020, from https://apps.apple.com/us/app/energy-by-kids-discover/ id770886290 Farming Simulator 16 Farming Simulator 16 is a great app to demonstrate the techniques and dynamics of farming. While using this app, students will be given real-life experiences of growing, harvesting, and selling crops, which correlates with the Tennessee State Science Standard 4.ESS3: 2) Create an argument, using evidence from research, that human activity (farming, mining, building) can a ect the land and ocean in positive and/or negative ways. By completing all the steps necessary to have a productive farm, students can make inferences to determine how to land will be a ected due to the growing and harvesting crops. If a student does not live in a rural area, he or she may not understand the process of farming, so students can use

this app as a way to better understand the dynamics of farming which will in turn help them determine

Big River: A King Corn Companion: Agricultural Runo and the Gulf of Mexico Dead Zone

In this

video, students will watch a real news report of how mountain top mining a ects the landscape in West Virginia and will cover the Tennessee State Standard 4.ESS3: 2) Create an argument, using evidence from research, that human activity (farming, mining, building) can a ect the land and ocean in positive and/or negative ways. The video discusses that 10% of Central Appalachia has been or is being used for mining, and many river valleys have been piled in with rock during the process. By watching the video, students can see the damage that has been done to the mountains due to miners and can draw inferences to understand the impact this has had on habitats. The video is also interesting because it discusses President Trumpâ&#x20AC;&#x2122;s decisions about the mining industry, so students will be able to see the importance of this issue since it is an event that has happened recently. O'Brien, M. (2017, May 05). How Mountaintop Mining A ects Life and Landscape in West Virginia. Retrieved August 31, 2020, from https://www.scienti camerican.com/article/how-mountaintop-mininga ects-life-and-landscape-in-west-virginia/ Non-renewable Energy This article is can be found on the National Geographic website, and it discusses and shows real-life images of the various types of non-renewable energy. The Tennessee State Science Standard Standard 4.ESS3: 1) Obtain and combine information to describe that energy and fuels are derived from natural resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not (fossil fuels, minerals) is supported by this article. Students will learn about coal, petroleum, and natural gas energy, and they will be able to make connections to the topic by viewing and reading the descriptions of each image that is posted. The article also contains Tier III vocabulary, which can be used as a support as students study the text. Students will enjoy being able to learn about science and apply the knowledge to their own lives. National Geographic Society. (2013, February 14). Non-renewable Energy. Retrieved August 31, 2020, from https://www.nationalgeographic.org/encyclopedia/non-renewable-energy/ Renewable Energy This article can be found on the National Geographic website, and it discusses and shows real-life images of the various types of renewable energy. This article correlates with the Tennessee State Science Standard 4.ESS3: 1) Obtain and combine information to describe that energy and fuels are derived from natural

resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not

how farming a ects the land. This app is compatible with iPhone, iPad, and iPod touch and requires iOS

energy, solar energy, and biomass energy but will also learn Tier III vocabulary terms that relate to each type of renewable energy. Fourth grade students will love viewing the pictures and reading the description of each image to see and understand the connection between them and the topic. National Geographic Society. (2013, February 15). Renewable Energy. Retrieved August 31, 2020,

from https://www.nationalgeographic.org/encyclopedia/renewable-energy/

(fossil fuels, minerals). Students will not only learn about geothermal energy, wind energy, hydroelectric

FIFTH GRADE

â&#x20AC;©

245

FRACTIONS

Contributor: Priscilla Norman Sample NearPod Lesson In this unit fth grade students will be learning how to work fractions from addition and subtraction and also multiplying and dividing. Students will work with mixed and improper fractions. Students will have hands on experiences using a cell phone, tablet or computer by accessing websites, videos, and apps that will aid in their learning and retaining the knowledge of solving di erent types of fractions. Skills will be developed by repetition so that they will retain what they have learned about fractions. Once they understand the process of working the di erent fractional equations their fear of fractions will not be as great. Also, they may not fear doing fractions at all because of the knowledge that they have gained from the experiences and the skills they have developed. Studying and understanding the di erent formulas for fractions is a learning expectation covered under the Tennessee State Standards for Mathematics 5.1; 5.4 Use equivalent fractions as a strategy to add and subtract fractions. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number or

â&#x20AC;¨

a fraction by a fraction.

ASSURE Lesson Plan Template Fractions Name:

Priscilla Norman Subject Area(s)Mathematics

Duration of Lesson: 30 Minutes.

Grade Level: (5th

General Characteristics

Analyze learners

In the fth grade class at Priscilla’s Advanced Private Home program, there are 8 students which include 3 females and 5 males. The students range from African American, Caucasian and Hispanic and range in age from ten to eleven years old. One student has an IEP for Down Syndrome and developmental delay. All students are uent with the English language. The afterschool program is predominantly African American, but has a mixed population ranging from Caucasian and Hispanic with an average daily attendance of 98%. The school program is a part of the National School Lunch and School Breakfast Program called the Community Eligibility Provision (CEP), which entitles all of the students to breakfast and lunch at no charge to the family. This allows the students to receive the nutrients they need to learn and stay focused throughout the day.

Curriculum Competencies To complete this lesson, students will need to know the basic steps of addition and subtraction and the basic concepts of fractions.

Technology Competencies To complete this lesson, students will need to know how to navigate and be able to download an app about fractions on an iPad/smart phone and be able to maneuver

through the app.

State Standard

State & NETS*S

5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or di erence of fractions with like denominators.

objectives

ISTE Standard : 1-Empowered Learner 1.a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and re ect on the learning process itself to improve learning outcomes.

Behavioral Objective: Given the app to download, the students in the fth grade will practice adding and subtracting fractions on di erent worksheets within the app. The game will give di erent fractions to solve along with visual aids which will help visual learners. Then the students will pair into groups and have 3 equations to complete and collaborate with one another to further their understanding of the terms and standard.

Language Objective Key vocabulary: sum, numerator, denominator, plus, minus, common denominator.

Academic Language Functions To express understanding, students will use the vocabulary terms when collaborating with their peers to better understand how each vocabulary term relates to the fractional equation. After the class has completed the assignment, each group will present one of the three equations to the class explaining how they were able to solve the equation with the guidance of the teacher.

The vocabulary terms will be explained at the beginning of class to provide the students with a clear understanding of the terms they will enchanter as they solve the equations. The students will watch a video and then we will discuss the terms as a group and the terms will be written on the dry erase board for the term of the class.

Curriculum Materials

Select instructional

•8 Blank sheets of paper for student to work in a group setting (student centered)

methods, media, and

•8 pencils (student centered)

materials

Technological Materials •Math Games with Fractions (2019). Practicing Fifth grade fractions: Developer: pimporn rungratikunthorn (2019) App4smartkids. {Apple app, Cost:Free} https:// apps.apple.com/us/app/math-in-fractions-games-online/id1198381158 (student centered) •homeschoolpop.com . (2018) Fractions for Kids|Math Learning Video {YouTube Video}. Retrieved from Feb. 12, 2018 https://youtube/p33BYf1NDAE (student centered) •8 Media devices (tablet/smart phone) with Wi-Fi/internet connection (student centered) •Laptop for video (teacher centered) •Dry Erase board (teacher centered)

•Printer with ink and paper (student centered)

Preview and Prepare Materials

Utilize media and materials

•Preview the Fractions for Kids | Math Learning video – Previewed and approved •Preview the app of practice equations – previewed and approved •Check the printer, ink and paper supply •Make sure the printer is functioning properly and connected to the CPU •Print 8 pages with the instructions for downloading the app and the name of the app for each student •Print 8 blank worksheets •Have the video prepared on the laptop •Check to make sure that all of the tablets/smart phones are connected to WI-FI/Internet. •Have dry erase markers and eraser for the dry erase board

Prepare the Classroom •Have the dry erase board clean •Have the tables set for two students to each table

Prepare the Learner •Introduce the lesson and vocabulary terms by referring to the video provided (Fractions for Kids | Math Learning Video) •Write the vocabulary terms that describe the parts of the fractions. •Present the practice app (First Math Fractions Games Online) •Model for the students how to utilize the sound availability and how to get an answer. •Complete four worksheets in the app. Each worksheet is an equation, and write the answer on the blank paper. Push show answer button to reveal the answer. Push the arrow to advance or go back on the screen. •Students will divide into four groups of two at four di erent tables. •Each student will have a tablet/smart phone •Each group will compose three fractional equations on the blank worksheet.

•The group of students will each completed two of the four worksheets each on the app for practice.

Require learner After the instruction on how to use the technology, students will be broken up into participation

4 groups (2 students to each group). The groups will be provided with a pencil, blank worksheet, and tablet/smartphone. From there the students will be instructed to talk amongst their group to download the app and each member of each group should complete four worksheets within the app and write their answer to each equation at the top of the blank worksheet. Once they have completed the app worksheet, each group should create three fractional equations with visual aids and present one of the equations to the class with guidance from the teacher. For extra practice, while waiting on the other students to complete the assignment, the students may continue to practice the app worksheets. The students will be graded on their knowledge of the parts of the fractions, the process in order to solve the equation and their participation in the group presentation.

If a student is showing signs that they do not understand the objective (adding fractions with common denominators), ask one of the group members who is pro cient, to explain to the student with additional instructions or examples of what to do. If peer tutoring does not work, provide the student with examples from the instructional video that was shown at the beginning of class. If the student still does not understand from the video, provide one on one with the

teacher or a tutor.

Evaluate and

Formative Assessment

revise

Formative assessments used in this lesson include observation of group participation while completing fractional equations and presenting the fractional equation that the students composed. Students will demonstrate their understand in solving fractional equations by working to together to create their own fractional equations using visual aids. The formative assessments should be recorded on a group record sheet that will be entered in the grade book. The students will need to be graded individually and then as a group. The formative assessment will take place while each group is working together to create three equations and they will present one of the three equations to the class. I expect all students to participate and collaborate within their group and put forth an e ort in completing the assignment. While presenting their equation, I expect each student of the group to participate by either reading the equation, why they chose the equation or numbers in the equations, how they came up with the visual aids and how they reached the conclusion. I will provide verbal feedback to the students directly after their presentation with appropriate constructive criticism. If the objective is not being met by a large percentage of the class, then the lesson should be stopped and readdressed by the teacher. If a student is not meeting the pro ciency level throughout the formative assessments, then the student either needs additional instructions or needs to work through problems alone, rather than with a group if he/she is not a willing participant.

Summative Assessment The summative assessment will be the combination of the group’s e ort and correctness of their composed fractional equation, the completion of at least the four worksheets within the app, and the presentation of their chosen fractional equation. The students will receive a grade for their work e ort within their group, the groups creation of the equation incorporating the use of the vocabulary terms for fractions and the use of the numerator and denominator in the presentation of their fractional equation and their knowledge of having a common denominator in order to add or subtract fractions. The student’s work will document the student’s ability to solve fractional equations that call for a common denominator in order to add or subtract fractions (TN Math Standard 5.NF.A.1) and articulate and set personal learning goals, develop strategies leveraging technology to achieve them and re ect on the learning process itself to improve learning outcomes.(ISTE 1.a.) It will also document the student’s ability to operate a tablet/smartphone and

download apps on the device.

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First Math Fractions Games Online Math Games with Fractions Test - How to multiply Fractions and Fractions Addition Worksheets are a great way for early learners in fractions to get extra practice on understanding fractions. Instructions on how to write out fractions, the correct format. Visuals along with audio of how to solve the fractions using step by step directions. This app is compatible with iphone and iPad and compliments the core standard (i.e.,5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or di erence of fractions with like denominators. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number or a fraction by a fraction. Developer: pimporn rungratikunthorn (2019) App4smartkids. {Apple app, Cost:Free} https:// apps.apple.com/us/app/math-in-fractions-games-online/id1198381158 Fractions Drills Fractions Drills - gives fractional equations in order for the student to practice solving fractions. If the equations is answered incorrectly, it will beep and show incorrect. You have the option to give up and it will show the answer and go to the next question. These are drills, so it just keeps going to di erent equations for you to practice. This app compliments the core standard (i.e.,5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or di erence of fractions with like denominators. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number or a fraction by a fraction. Jockusch, William (2010) Fractions Drills {Apple app, Cost:Free} https://apps.apple.com/us/app/ fraction-drills-free/id402312483

Fractions for Kids | Math Learning Video

Media Share Resources

visual aids to show what the di erent parts of the fraction looks like and it explains through models of what the numerator and denominator look like. This video is great for those that have not yet mastered the set up of a fraction and the understanding of what makes up the numerator and the denominator. It gives the de nition of each part. This video compliments the core standard (i.e.,5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or di erence of fractions with like denominators. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number or a fraction by a fraction.

homeschoolpop.com . (2018) Fractions for Kids|Math Learning Video {YouTube Video}. Retrieved from Feb. 12, 2018 https:/youtu.be/p33BYf1NDAE Fraction worksheets, Games, Activities for Math This education.com website titled â&#x20AC;&#x153;Start the school year o right!â&#x20AC;? O ers math practice for k-5 grade. O ers printable worksheets, online games, guided lessons, lesson plans and more. This website compliments the core standard (i.e.,5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or di erence of fractions with like denominators. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number or a fraction by a fraction.) Students will not only learn more about addition and subtraction, and multiply and dividing of fractions they will also, through interactive games, build their skills for calculating fractions. Teachers will like how the websites attracts and keeps the students interest. Fi th Grade fractions Worksheets and Printables for Kids. (2020) Worksheets, Printables and games for kids. {Website}. Retrieved on September 6, 2020 from https://www.education.com/

Learning Fractions - A visual Approach to Learning Fractions

Fractions for Kids is a great introduction to what a fraction is the numerator and the denominator. It has

models such as worksheets, games and fun activities to teach students how to work and understand fractions. This website compliments the core standard (i.e.,5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or di erence of fractions with like denominators. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number or a fraction by a fraction.) This site is helpful for students who learn through visual aids. They will have hands on experience with visual models to aid in solving fractional equations more e ectively. Teachers will like how the websites engages the student to be more interactive. Visual Fractions. (2020). Learn Fractions with Visual Models {Website}. Retrieved on September 6, 2020 from http://visualfractions.com/learning-fractions Thousands of Standards - Aligned Educational Videos egvideos.com. Add and Subtract Fractions (5.NF.1) and Multiplying fractions (5.NF.4). This video compliments the core standard (i.e.,5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or di erence of fractions with like denominators. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number or a fraction by a fraction.This video is a great teaching tool when a teacher is not available. It goes through each step in adding fractions. (2020) Grade 5 - Math- Numbers and Operations - Fractions - Add and Subtract Fractions - 5NF.1 {egvideos}. Retrieved September 2020. https://egvideos.com/Video/Tennessee/Grade-5/Math/5.NF.1/

Add-and-Subtract-Fractions

This visualfractions.com website titled â&#x20AC;&#x153;Learn Fractions with Visual Modelsâ&#x20AC;? o ers visual fractions using

SEVENTH GRADE

â&#x20AC;©

257

ELEMENTS AND THE PERIODIC TABLE

Contributor: Devonte Bradley Sample NearPod Lesson In this unit, seventh grade students will learn about elements and the periodic table. Learning about the periodic table can be di cult for students because of the organization and labeling that will be involved with it. This may make it di cult for visual and auditory learners in the course. As an educator, I will change these a ects by ensuring that students have access to videos and visuals for the lesson. There will also be technology-based lessons that will focus on strengthening students weakness inside of the lessons. Students will have the ability to participate in hands-on activities, sing-a-longs, guided notes, and collaborative assignments. These assignments will help students complete their element presentations and understand the di erences between each element. Students having an understanding of the periodic table is important because they will be able to decipher between di erent elements within their food. Students will understand and recognize that the periodic table plays a major role in every aspect of their daily lives. 7.PS1.5 Use the periodic table as a model to analyze and interpret evidence relating to physical and chemical properties

â&#x20AC;¨

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to identify a sample of matter.

ASSURE Lesson Plan Template Periodic Table Name:

Devonte Bradley

Subject Area(s): Science

Duration of Lesson: 45 Minutes

Grade Level: 7th Grade

General Characteristics

Analyze learners

In the seventh grade class at Haynes Middle School, there are twenty ve students which include fteen males and ten females. The students range from African American, Hispanic, and Caucasian and are between the ages of twelve and thirteen. One of the students is an English Language Learner, but does not spend time with a speech therapist. The remaining twenty four students in the classroom are uent with the English language. The 5 – 8 middle school is predominantly African American, but has a mixed population ranging from both Caucasian and Hispanic. The average attendance rate is currently at 65.0%. The school is placed in a lower socioeconomic community and serves lower socioeconomic students. A large percentage of the students receive free and reduced lunch.

Curriculum Competencies To complete this lesson, students will need the basic knowledge of the Periodic Table and the initial arrangement of the elements.

Technology Competencies To complete this lesson, students will need to know how to navigate a computer and

how to work a Nearpod lesson on the internet.

State &

State Standard

NETS*S

7.PS1.5 Use the periodic table as a model to analyze and interpret evidence relating to

objectives

physical and chemical properties to identify a sample of matter.

Behavioral Objective Given the website and handouts, the students in the seventh-grade will complete the periodic table practice. After instruction students will then be grouped and will need to complete the practice and at least complete 13 out of 15 questions from the handout to show their understanding of the terms and standards.

Language Objective: Key Vocabulary: Matter, Mass, Molecules, Compounds, Chemical Symbols, Chemical Formulas, Chemical Reactions, Coe cient, Law of Conservation of Mass, Protons, Neutrons, Electrons, Atomic Number, Atomic Mass, and Periodic Table

Academic Language Functions To express understanding, students will use the following vocabulary terms to help solve the periodic table interpretation. Students will use the terms to help describe their knowledge when solving the periodic table classi cation. The groups of students will then complete the practice classi cations and present their answers to the class.

The vocabulary terms will be taught at the beginning of the lesson to help provide the students with understanding of the words they will encounter as students interpret the periodic table. The students will see a follow up video and then the words will be discussed with the class. After that is complete words will be place on vocabulary

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â&#x20AC;¨

word wall inside of the classroom.

instructional methods, media, and materials

•

25 handout for students working in a group setting (student centered)

•

25 pencils (student centered)

•

25 calculators (student centered)

Technological Materials •

AS, Kahoot. (October 21, 2019). Kahoot . [iTunes App, Cost: Free] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/kahoot-play-create-quizzes/ id1131203560

(student centered) •

Stem, B. (Director). (2015, November 10). Learn the Basis of the Periodic Table [Video le]. Retrieved September 7, 2020, from https://www.youtube.com/watch? v=tc9tEUqUmKw 9.

•

Promethean Board for examples (teacher centered)

•

Periodic Table Poster (teacher centered)

•

Dry erase makers ( student centered)

Promethean Board to display video (teacher centered)

•

Computer for video (teacher centered)

•

Printer with ink and paper (student centered)

•

25 Student Computers with Wi-Fi/ internet connection (student centered)

•

(student centered)

Curriculum Materials

Select

Utilize media and materials

Preview and Prepare Materials •

Preview the Periodic Table Video -- *previewed and approved*

•

Preview the handouts for practice problems -- *previewed and approved*

•

Check the printer, ink, and paper supply

•

Ensure that the printer is connected

•

Print handouts for the groups

•

Have video ready on teacher computer

•

Have promethean board on and ready

•

Have dry erase markers for students

Prepare the Classroom •

Turn on the Promethean Board

•

Content the Computer to the Promethean Board

•

Turn of front classroom lights

Prepare the Learner •

Introduce the lesson and vocabulary terms by referring to the video provided

Students will complete all 15 problems of the periodic table practice

•

Grouped students will work together to complete the periodic table practice

•

Have 5 group ready for students to be placed in

•

Model for students how to classify the elements on the periodic table

•

Add the vocabulary terms to the word wall

•

(Periodic Table Video)

After the initial instruction on periodic table, students will then be broken into 5

learner

groups (5 groups of 5). The each student in the group will then be provided with a

participation

pencil, calculator, handout, markers, and computer. From that point students will be given the instruction to talk in their groups and complete the 15 periodic table practice problems. Once completed students will be asked to log into their computers and sign onto the KAHOOT. The group of students will then use their markers to quickly solve the KAHOOT questions together as a group. Once the KAHOOT game is completed the educator will write down the studentâ&#x20AC;&#x2122;s scores from the lesson. Once completed the students will then go back to their periodic table practice and place nishing touches on the assignment. The students will the turn the periodic table practice into the educator and for their grade from the assignment.

If a student is having trouble in completing the assignment and understanding the lesson objective, the educator will pair student with a group member whom is pro cient in the lesson. While paired together the students will complete extra examples to help demonstrate the objective to their fellow classmate. If peer tutoring does not work, the educator will provide the student with additional practice problems and refer them to additional video support. Then student will have to complete one-on-one tutoring with the educator to help ensure that they are grasping

the objective of this lesson.

Require

Evaluate and

Formative Assessment

revise

Formative assessments used in this lesson include observation of group ability to work together and the completion of the periodic table practice. Students will demonstrate understanding by working together to correctly classifying elements from the periodic table and also working together to complete at least 13 out of the 15 periodic table practice problems correctly. The formative assessment will be recorded on a group sheet that will be entered into the gradebook. Students will be graded individually and then a whole group. The formative assessment will take place while the group is working together to complete the 15 periodic table practice questions. All students will have the expectation to participate equally in the group with each of their group members and working diligently to complete the periodic table practice problems. While in the groups all students will have the expectation to communicate with their group members. I will provide students with verbal feedback while I am walking around from group to group checking on their progress. If students are having a di cult time meeting the objective then the educator will stop the group work and readdress the lesson. If a student does not meet the pro ciency level of the formative assessment, then the educator will pull student aside after class and complete one-onone tutoring.

Summative Assessment The summative assessment will be a combination of the groupâ&#x20AC;&#x2122;s ability to accurately solve the periodic table practice and the KAHOOT game. Students will have a total of 15 practice problems and should answer 13 out of 15 of the practice problems correctly. The students will receive a grade for their ability to correctly answer the questions that will be given to the group. The students will be using their vocabulary words while completing the periodic table practice, and this will a ect the studentâ&#x20AC;&#x2122;s daily participation grade. The students work will show their ability to use the periodic

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table as a model to analyze and interpret evidence relating to physical and chemical properties to identify a sample of matter (TN Science Standard 7.PS1.5). It will also show document studentâ&#x20AC;&#x2122;s ability to operate a computer and choose the correct answer on KAHOOT.

Group Grading Rubric

Media Share Resources KAHOOT Kahoot is a mobile source that will be a great resource for scholars. This resources o ers multiple games

and quizzes for periodic table. This mobile app also allows for students to play the games in groups and

used in a classroom setting. Educators can use the game quizzes to see what standard students really need help with. 7.PS1.5 Use the periodic table as a model to analyze and interpret evidence relating to physical and chemical properties to identify a sample of matter. AS, Kahoot. (October 21, 2019). Kahoot . [iTunes App, Cost: Free] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/kahoot-play-create-quizzes/id1131203560 Learn the Basics of the Periodic Table Learn the basics of the periodic table is a video that will focus on teaching scholars how to read the periodic table. Scholars will have the opportunity to see elements from the periodic table broken down using protons, neutrons, and electrons. This will allow for scholars ability to understand and know how to read the elements of the periodic table. 7.PS1.5 Use the periodic table as a model to analyze and interpret evidence relating to physical and

chemical properties to identify a sample of matter.

even individually. This will serve as a great teaching tool for educators as well, because this app can be

Stem, B. (Director). (2015, November 10). Learn the Basis of the Periodic Table [Video le]. Retrieved September 7, 2020, from https://www.youtube.com/watch?v=tc9tEUqUmKw The Periodic Table Fun Brain The website Funbrain.com website title “The Periodic Table” gives scholars the opportunity to the symbols of each element of the periodic table. This activity is a game based program that gives scholars the ability to play “Proton Don.” Students will not only have the ability to engage in learning the symbols, but will also be able to learn the element names as well. It also gives scholars the ability to change ethe level of di culty which in turns make the element selection more challenging. Educators that teach from seventh through twelfth grade will be able to use this valuable teaching source. 7.PS1.5 Use the periodic table as a model to analyze and interpret evidence relating to physical and chemical properties to identify a sample of matter. Funbrain.com. (1992) The Periodic Table. [Website] Retrieved on September 07, 2020, from https:// www.funbrain.com/games/periodic-table-game Solving the puzzle of the periodic table – Eric Rosado This video is a TED-Ed that focuses on the overall standing of the periodic table. It teaches the scholar the patterns of the periodic table and how it is an overall puzzle. It walks the scholar through the experiences that helped the periodic table grow from each scientist ideas. This video truly gives an understanding of the periodic table and its co-founders. 7.PS1.5 Use the periodic table as a model to analyze and interpret evidence relating to physical and chemical properties to identify a sample of matter. Rosado, E. (Director). (2012, December 12). Solving The Puzzle of the Periodic Table [Video le].

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Retrieved September 7, 2020, from https://www.youtube.com/watch?v=O-48znAg7VE

Sortify: Elements of the Periodic Table The website Brainpop.com website title â&#x20AC;&#x153;Sortify: Elements of the Periodic Tableâ&#x20AC;? give scholar the opportunity to sort each element into di erent categories. Each category allows for students to organize the elements by physical state, atomic number, metals, nonmetals, metalloids and others. This website will help scholars understand how each element can be organized into the di erent categories. This is an interactive game that will help row scholars mindsets and ability to truly understand the di erent aspects of the periodic table. 7.PS1.5 Use the periodic table as a model to analyze and interpret evidence relating to physical and chemical properties to identify a sample of matter. Brainpop.com.(2010) Sortify: Elements of the Periodic Table - GameUp. [Website] Retrieved on September 07, 2020, from https://www.brainpop.com/games/sortifyelementsoftheperiodictable/ True or False Chemistry True or False Chemistry is a great resources for students to use when needing more practice with the element symbols. This mobile app gives student 60 seconds to see how many symbols they will be able to get correct. There will be an element symbol and element name come on the screen at once. The student will then be given the option to choose true or false to see if that element matches the symbol. This helps increase the scholars ability to recognize symbols and also increase their speed capabilities. 7.PS1.5 Use the periodic table as a model to analyze and interpret evidence relating to physical and chemical properties to identify a sample of matter. Li, Peter. (August 26, 2014). True or False Chemistry . [iTunes App, Cost: Free] Retrieved on

September 7, 2020 from https://apps.apple.com/us/app/true-or-false-chemistry/id909991256

NIGHT: AN INTRODUCTION TO GENOCIDE AND HOLOC AUST LITERATURE THROUGH SCIENCE FICTION

Night by Elie Wiesel

Contributor: Anna (Janine) Smith Sample NearPod Lesson In this unit, 7th grade students will be having discussions about genocide and Holocaust Literature, along with learning historical and sociological background information on these topics. The goal of this unit is to prepare students for a unit study on a piece of Holocaust Literature, like Night by Elie Wiesel. Students may not have read a piece of Holocaust Literature; in particular, students are probably unfamiliar with memoirs, like Night, which provide a very personal, non- ction perspective on this important topic. As there is only one TN Social Studies Standard addressing the Holocaust (5.21) or genocide before high school, students likely do not have historical knowledge to understand the context of a novel like Night. Students will have learning experiences through several virtual eld trips, reading both ction and non- ction texts, discussions, and writing responses. These experiences will provide students with the opportunity to practice caring, respectful, and thoughtful discussion on the di cult topic of genocide; to gain context

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that helps students understand genocide as a process; and to begin to see the Holocaust and other

genocides as events that impact real people with social consequences that reverberate throughout the world. Practicing caring and thoughtful discussion on di cult topics will help students in future discussions on important topics, both in the classroom and in real life. As emerging young adults, understanding genocide and the Holocaust is important to understanding the history of our world and an important part of becoming a responsible world citizen as we must all work together to prevent future atrocities. Preparing for and participating productively in collaborative discussions is a signi cant part of the speaking standards in Tennessee’s and Common Core’s ELA standards. Students are also expected to use information from diverse media sources to support their learning, which is especially important when learning about genocide and the Holocaust as resources like video interviews of survivors are some of the best primary sources available to students. Although this unit is designed for ELA, it also touches on several Social Studies Standards. Tennessee ELA Standards: 7.L.KL.3 When writing and speaking, choose precise language to express ideas concisely. (CCSS.ELALiteracy.L.7.3, 7.3.A) 7.SL.CC.1 Prepare for collaborative discussions on 7th grade level topics and texts; engage e ectively with varied partners, building on others’ ideas and expressing one’s own ideas clearly. (CCSS.ELALITERACY.SL.7.1.A-D) 7.SL.CC.2 Analyze the main ideas and supporting details presented in diverse media formats; explain how this clari es a topic, text, or issue under study. (CCSS.ELA-Literacy.SL.7.2) 7.RL.RRTC.10/7.RI.RRTC.10 Read and comprehend a variety of literature throughout the grades 6-8 text complexity band pro ciently, with a gradual release of sca olding at the high end as needed. (CCSS.ELA-Literacy.RL.7.10, CCSS.ELALiteracy.RI.7.10) Tennessee Social Studies Standards: 5.21, US.47, W.35, W.50, W.71, W.74

Showcasing Connections: The Ten Stages of Genocide, “Hollow”, and the Holocaust

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Grade Level: 7th

Duration of Lesson: 1 hour

Subject Area: English Language Arts

Name: Anna Janine Smith

An ASSURE Lesson Plan

The 7th grade class consists of twenty-eight students, thirteen boys and fteen girls, ages twelve to thirteen. Fifteen students are English Language Learners. The students reading levels range from second grade to ninth grade. Most of the ELL students have a reading level between 2nd and 5th grade, and most of the Gen. Ed students reading levels fall between 4th and 7th grade. Most students are pro cient at verbal conversational English. However, many students, especially the ELL students, struggle with academic language, grammar, and spelling. This has been displayed through their MAP testing and their in-class assignments so far this year. Before beginning this lesson, students have discussed Hollow for several days. They spent at least one day reading the Ten Stages of Genocide and worked in small groups to de ne the stages of genocide in their own words and connect them to Hollow—creating one class-wide document that can be used for reference during this activity. Students have also spent at least one day discussing the events of the Holocaust and made connections through discussion and activities/writing to the Ten Stages of Genocide. Throughout the year, students have needed guidance when using new technology or online platforms. So, the teacher should be prepared to walk students through how to sign in and create documents on Wakelet and show students around some of recommended reference sites. Some students do have accommodations, including ELL students and one ExED student. As this is not a rst read of any speci c texts and is intended as a small group research activity, most students will not need a read aloud accommodation. For students that need additional support, the ELL teacher should have sentence starters and recommended resources/articles ready. Intentional pairing may need to be done by the ELL teacher and the Gen Ed teacher to make sure all students needs are met. One student does have an IEP with environmental and seating accommodations. Students are primarily of lower or middle socio-economic status. However, as the school has provided all students with computers, access to materials should not be an issue. With regard to the standards and objectives of this lesson, students already have some familiarity with the topic under study, students have done some research projects before—this one is not extensive, and students have made presentations before—however, they may not have made a Wakelet.

Analyze Learners

Curriculum Competencies: To complete this lesson, students will need to have read and discussed “Hollow”, have a basic understanding of the Ten Stages of Genocide and the Holocaust, be able to paraphrase a section of text, and know how to select quotes and details from a text or article.

Technology Competencies:

To complete this lesson, students will need to understand how to navigate a laptop, responsibly explore a website, and how to save pictures from a website to insert into a presentation later.

Standards and

ISTE.3C Students curate information from digital resources using a variety of

Objectives

tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. 7.SL.CC.2 Analyze the main ideas and supporting details presented in diverse media formats; explain how this clari es a topic, text, or issue under study. (CCSS.ELA-Literacy.SL.7.2)

Behavioral Objective: Given the United States Holocaust Memorial Museum website and instructions on how to create a Wakelet and what to include, the learners will create a Wakelet that shows connections between one of the Ten Stages of Genocide, “Hollow” by Mia Mingus, and the Holocaust.

Language Objective: Genocide, Ten Stages of Genocide, Holocaust, Classi cation, Symbolization, Discrimination, Dehumanization, Organization, Polarization, Preparation, Persecution, Extermination, Denial,

Academic Language Functions: In their Wakelet, students will paraphrase the provided de nition for their assigned stage of genocide. Students will also identify 8-10 key words (sourced from the de nition, “Hollow”, and their research on the Holocaust) to include in a word cloud. Throughout this activity, students will be asked to use formal language and a written tone that is appropriate to the topic being researched (the Holocaust).

Students will demonstrate their understanding of the vocabulary through the presentation of information in their Wakelet. All vocabulary has been taught in previous lessons, and the students have resources available to them with

the vocabulary already de ned.

Select Instructional

Student-Centered Curriculum Materials:

Methods, Media, and

•Paper or digital copy of “Hollow” (1/student = 28)

Materials

oMingus, M. (2015). Hollow. In W. Imarisha & A. M. Brown (Eds.), Octavia's Brood: Science Fiction Stories from Social Justice Movements (pp. 109-121). Oakland, CA: AK Press and the Institute for Anarchist Studies. oPaper or digital copy of the Ten Stages of Genocide (1/student = 28) oStanton, G. H. (2020). Genocide Watch- Ten Stages of Genocide. Retrieved November 17, 2020, from https://www.genocidewatch.com/tenstages oPaper or digital access to previous work from this unit (for reference) (Each student should be able to view their own work and any work or reference sheets created during whole-class activities or discussions.) oOptional: Notebook (1/student=28), pencil/pen (1/student=28)

Student-Centered Technological Materials: o1 fully charged laptop with Wi-Fi/internet connection per student (28 total) (preferably, each laptop should also have a charger cable) oWakelet with Research Activity Instructions: https://wke.lt/w/s/IxcNF5 oA Class Wakelet Space (students should create their Wakelet in this space) like: https:// wakelet.com/i/invite?isSpace=true&code=tSf7r0 oA blank Wakelet Collection for each stage of genocide (add these to the class Wakelet space). oSample: Blank Classi cation Wakelet – Code: 5d57722 oA shareable document or posted list with codes for each group’s Wakelet collection. (students under 13 cannot create a Wakelet account, but can collaborate on a collection using a code). oWakelet. (2020). How to create a Collection in Wakelet [Video le]. Retrieved November 16, 2020, from https://www.youtube.com/watch?v=AGhCjFWM2C0&feature=emb_logo oTransform your text into word clouds! (2020). Retrieved November 17, 2020, from https:// worditout.com/ oUnited States Holocaust Memorial Museum. (n.d.). Retrieved November 17, 2020, from https:// www.ushmm.org/ oUnited States Holocaust Memorial Museum, Washington, DC. (2018, March 12). Introduction to the Holocaust. Retrieved November 17, 2020, from https://encyclopedia.ushmm.org/content/ en/article/introduction-to-the-holocaust oHolocaust Encyclopedia. (n.d.). Retrieved November 17, 2020, from https:// encyclopedia.ushmm.org/en

oUnited States Holocaust Memorial Museum, Washington, DC. (n.d.). Timeline of Events. Retrieved November 17, 2020, from https://www.ushmm.org/learn/timeline-of-events/ before-1933

Utilize Media and

Prepare the Media and Material:

Materials

Preview the How to create a Collection in Wakelet video–

•

*previewed and approved* •

Preview the USHMM web sources--*previewed and approved*

•

Ensure all laptops are charged and that charger cables are available in case one needs to be recharged at any point during class

•

Check the internet connection on each laptop

•

Have all materials, including the Wakelet links, posted in Google Classroom, emailed, or otherwise shared with students. Ensure every student has access to a digital or physical copy of

•

both “Hollow” and the Ten Stages of Genocide Be sure you have the resource links document pulled up (in case

•

groups get stuck or students with accommodations need more guidance in beginning their research) If this is an in-person class, check that the projector or other

•

visual display device is functioning and properly connected to your laptop computer. If you are using a dry erase board, check to make sure you have

•

markers and an eraser.

Prepare the Classroom: oIf you are in the classroom: oTurn down the lights for the projector oIf necessary, pull down your display screen oTurn the projector on oPlace student desks into 10 small groups (2-3 students per group) oIf you are online: oSet up any pre-grouped zoom breakout rooms

oMake sure your online resources are open on your computer (including

Require Learner

After giving the introduction and providing students with a basic overview of

Participation

Wakelet, break students into 10 groups of 2-3 students (8 groups of 3 and 2 groups of 2). Each student should have their own laptop on which to do research and edit their group’s Wakelet collection. Students should spend the rst minute or two dividing up their tasks among their group members. Then, they should dive into research. One student will probably be paraphrasing the de nition, another sifting through “Hollow” (hopefully using their Ten Stages of Genocide Jigsaw as a guide), and (if they have a third member) the other student will begin research on the Holocaust. Students should seek input from each other as they go, even if they are dividing up the workload. Look for groups that are seeking feedback from each other about the information they have found or quotes they have pulled and highlight this behavior. Once students have completed their basic research, they should begin looking for speci c artifacts including the quote from Hollow and images/videos from the USHMM. At this point, groups will probably be ready to complete their word cloud. Encourage them to work together to decide what key words to include based on what they noticed in their research. Every group should include the title for their stage of genocide in this list (classi cation, symbolization, etc.). So, have any struggling groups start there. You can also encourage struggling groups to think about what words may have been shown in multiple sources as a good place to begin. During the latter parts of class, check to make sure students are getting their information into Wakelet and not getting bogged down in colors, artifact order, etc. When groups are done, they should raise their hands or send you a chat message so that you can review their Wakelet collection. Once you have approved the collection, students can continue making nishing touches, read other groups’ completed Wakelets, or continue exploring the USHMM website to learn more. If time, students should present their Wakelets to the class. If there is not time for students to present. Invite students to explore their class’s Wakelet creations as an optional homework assignment or a do now later in the week. This would also be a great opportunity for a Flipgrid re ection assignment as Wakelet

integrates directly with Flipgrid.

Formative Assessment:

Evaluate and Revise

Throughout the lesson, teachers should be observing student group collaboration by rotating from group to group (or breakout room to breakout room), checking student progress through Go Guardian and Wakelet, and discussing the project with groups as they submit their work. Students will demonstrate their understanding by working collaboratively to create one cohesive Wakelet that demonstrates clear connections between their assigned stage of genocide, “Hollow”, and the Holocaust. The formative assessments should be recorded on the collaboration rubric. All students are expected to participate by working together with their group members to create a nished product and to show their ability to collaborate through discussion of the work, including providing and receiving constructive feedback. When submitting their work, each student should be able to say how they contributed to the nished product, and they should be able to identify at least one speci c point when they worked collaboratively with their partner(s). The teacher should provide students with appropriate guidance throughout class as noted in the Require Learner Participation section. The teacher should also provide appropriate praise and constructive feedback when students submit their project. If the objectives are not being met by a larger percentage of the class, the lesson should be paused and the issues or content misconceptions addressed by the teacher. If a student is individually not meeting the pro ciency level throughout the formative assessments, the student should either receive additional instruction or the student should be provided with an individual assignment, if they are making it more di cult for their group to complete their work. The latter should be noted in the student’s participation grade.

Summative Assessment:

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The main evidence of student learning will be though the submission of the Wakelet. The document will showcase student achievement by displaying the students’ ability to identify connections between the Ten Stages of Genocide, “Hollow”, and the Holocaust, and their ability to curate the selected multimedia information into a Wakelet that clari es these connections and makes them easily understood to the reader. Students should be graded primarily on the quality and relevancy of their selected information and artifacts (including speci c facts, quotes, key words, and images/videos), as well as the organization of their Wakelet as this is a key part of helping to clarify connections between the artifacts. The student’s work will document the student’s ability to analyze the main ideas and supporting details presented in diverse media formats; explain how this clari es a topic, text, or issue under study (CCSS.ELA-Literacy.SL.7.2, 7.SL.CC.2), as well as their ability to curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions (ISTE.3c). It will also document students’ ability to operate a computer.

Formative Assessment Rubric: Collaborative Work Skills : Wakelet Assignment for Hollow Student Name: Â Â ____________________________ ____________ CATEGORY Working with Others

4 Almost always listens to, shares with, and supports the e orts of others. Tries to keep people working well together.

Attitude

Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

Focus on the task

Consistently stays focused on the task and what needs to be done. Very selfdirected.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Quality of Work

Provides work of the highest quality.

Provides high quality work.

Summative Assessment Rubric:

Multimedia Project : Summative Assessment for "Hollow" Wakelet

3 Usually listens to, shares, with, and supports the e orts of others. Does not cause "waves" in the group. Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).

Often listens to, shares with, and supports the e orts of others, but sometimes is not a good team member. Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. Provides work that occasionally needs to be checked/redone by other group members to ensure quality.

Rarely listens to, shares with, and supports the e orts of others. Often is not a good team player.

Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).

Rarely focuses on the task and what needs to be done. Lets others do the work.

Provides work that usually needs to be checked/redone by others to ensure quality.

CATEGORY Quality of Information

Requirements

4 Chooses details and examples that exhibit an in-depth understanding of the topic. Is able to paraphrase information very e ectively. Subject knowledge is excellent. All requirements are met and exceeded.

3 Includes essential knowledge about the topic. Subject knowledge appears to be good.

Organization

Sources

All requirements are met.

Media Share Resources

2 Includes essential information about the topic but there are 1-2 factual errors.

One requirement was not completely met. Images, videos, key Images, videos, key Images, videos, words, and quotes are words, and quotes key words, and well-selected, relevant, are relevant to the quotes are and clarify the topic for topic. usually relevant, the reader. but sometimes unrelated to the speci c topic. Content is well Uses headings or Content is organized using bulleted lists to logically headings or bulleted organize, but the organized for lists to group related overall organization the most part. material. of topics appears awed. Source information Source information Source collected for all collected for all information graphics, facts and graphics, facts and collected for quotes. All documented quotes. Most graphics, facts in desired format. documented in and quotes, but desired format. not documented in desired format.

Artifact Selection

Student Name: Â Â ___________________________ _____________ 1 Content is minimal OR there are several factual errors.

More than one requirement was not completely met. Images, videos, key words, and quotes may be irrelevant to the topic or missing from the submitted assignment. There was no clear or logical organizational structure, just lots of facts.

Very little or no source information was collected.

This is a video tour of the Americans and the Holocaust exhibit at the United States Holocaust Memorial Museum (USHMM). The full tour is 39 minutes and is available as one, uninterrupted video; as a playlist of six, 2 min. - 10 min. videos; or teachers can choose one of the videos to highlight a speci c topic. The tour provides important context for the American perspective as Nazi Germany progressed towards genocide; this includes how the United States made it di cult for refugees to immigrate, anti-Semitism and Racism in the US, and the e ect of American isolationism. The video showcases important historical artifacts including newspaper articles, photographs, movie clips, and other primary sources. To assist teachers with this material, the USHMM published an exhibition viewing guide on their website, which provides comprehension questions for each section of the video and re ection questions for the tour as a whole. Find these resources at https://www.ushmm.org/information/exhibitions/museum-exhibitions/ americans-and-the-holocaust/tour. Standards: 7.SL.CC.2 (CCSS.ELA-Literacy.SL.7.2), 7.RI.IKI.7 (CCSS.ELA-Literacy.RI.7.7)

United States Holocaust Memorial Museum. (Account Holder). (2020). Americans and the Holocaust Tour. [Video, Cost: Free]. Retrieved September 28, 2020 from https://www.youtube.com/ watch? list=PLWQC3P4psZP75QKYMjIhiFFqTwAqvsNEi&time_continue=757&v=2Pfkn10CmFo&feature=em b_logo Elie Wiesel Legacies This resource is a playlist made up of ve, 2-minute videos, which discuss his life, writing, and impact on the world. The playlist is published by the United States Holocaust Memorial Museum and can be accessed through YouTube or on their website at https://www.ushmm.org/learn/holocaust/elie-wiesel/ introduction/the-many-legacies-of-elie-wiesel. The playlist can be especially useful in an ELA class to help introduce Elie Wiesel and his writing.

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Standards: 7.SL.CC.2 (CCSS.ELA-Literacy.SL.7.2)

Americans and the Holocaust Tour

[Video Playlist, Cost: Free]. Retrieved September 8, 2020 from https://www.youtube.com/playlist? list=PLWQC3P4psZP4tUF7joIsbspGRBvacjgs7 Expeditions This app from Google provides the opportunity for students to take virtual eld trips. To support this unit, the app can be used to tour the United States Holocaust Memorial Museum. “The Holocaust: History and Memory” tour includes text, photos, audio, and video. By exploring this location through the app, students will be able to learn at their own pace and explore topics they are curious about in-depth. This also provides an opportunity for students to view primary sources and historical artifacts from the Holocaust. Although the app does provide the opportunity to explore the museum, the tour is limited and does not show the entire museum. Additionally, it is sometimes di cult to see details in the photos, particularly if you would like to read the museum labels. The app requires a Google account and is free. The Expeditions app is free and is compatible with iPhone, iPad, and iPod touch requiring iOS 10 or later. It is also available for free in the Google Play store. Standards: 7.SL.CC.2 (CCSS.ELA-Literacy.SL.7.2), 7.RI.IKI.7 (CCSS.ELA-Literacy.RI.7.7), 7.RI.RRTC.10 (CCSS.ELA-Literacy.RI.7.10) Google LLC. (February 21, 2020). Expeditions. [iTunes App, Cost: Free] Retrieved on September 28, 2020 from https://apps.apple.com/us/app/expeditions/id1131711060. Genocide Watch This is an organization working “to build an international movement to prevent and stop genocide”. Their website includes many resources that can help students understand what genocide is and its a ect on the lives of people around the world. The group described the “Ten Stages of Genocide” model. This model is helpful when teaching students about genocide. In particular, the model helps students to understand that genocide is a process and this process can be stopped by collective action from governments, organizations, and individuals. The website also includes an “interactive world map”, which shows countries that are currently on genocide alert; countries are highlighted in di erent colors depending on which of the 10 stages they are in. The site also provides links to information and trustworthy reporting on genocide and related topics. Standards: 7.RI.KID.1 (CCSS.ELA-Literacy.RI.7.1), 7.RI.KID.2 (CCSS.ELA-Literacy.RI.7.2), 7.RI.RRTC.10 (CCSS.ELA-Literacy.RI.7.10) Genocide Watch. (n.d.) Genocide Watch Homepage. [Website, Cost: Free] Retrieved September 28, 2020, from https://www.genocidewatch.com/ Holocaust Museum Houston This resource provides resources for teachers and primary sources for students to use as they learn more about genocide and the Holocaust. The site is particularly notable for showcasing a plethora of survivor

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stories and hosting a database of destroyed communities. The survivor stories are videos and written

United States Holocaust Memorial Museum. (Account Holder). (2019). Elie Wiesel Legacies.

selection of human stories allows students to connect experiences to a person. The “Destroyed Communities Interactive Learning Center” shows a map with 6 pointed stars marking destroyed communities and a list of these communities. Each link provides a Google map showing the location of a former Jewish community, tells the story of the community, lists survivors from that community, and tells the stories of those survivors. Standards: 7.SL.CC.2 (CCSS.ELA-Literacy.SL.7.2), 7.RI.KID.3 (CCSS.ELA-Literacy.RI.7.3), 7.RI.IKI.7 (CCSS.ELA-Literacy.RI.7.7), 7.RI.RRTC.10 (CCSS.ELA-Literacy.RI.7.10), Holocaust Museum Houston. (n.d.) Holocaust Museum Houston Homepage. [Website, Cost: Free] Retrieved September 28 ,2020 from https://hmh.org/ iWalk – USC Shoah Foundation app was created by the USC Shoah Foundation. The app provides guided tours of historical sites related to the Holocaust. The tours include survivor testimony, photographs, and maps to explain the signi cance of sites, help users understand how the area looked during the time of the holocaust, and make direct connections to the experiences of those who lived there. While this app is designed for on-location guided walking tours, the information in the app is easily accessible and understandable regardless of location. This app is advantageous to teachers as it provides contextualized learning to help students to understand the Holocaust as an event that a ected real people. The app also provides optional guided questions, which students can answer to check for comprehension and con rm they completed their walk. Optionally: This app would pair well with the Street View feature of Google Maps (www.google.com/maps) where teachers could have students “take the walk” online. The IWalk App is free and is compatible with iPhone, iPad, and iPod touch requiring iOS 10 or later. It is also available for free in the Google Play store. The app is recommended for ages 12+. Standards: 7.SL.CC.2 (CCSS.ELA-Literacy.SL.7.2), 7.RI.IKI.7 (CCSS.ELA-Literacy.RI.7.7), 7.RI.RRTC.10 (CCSS.ELA-Literacy.RI.7.10) University of Southern California Apps. (June 13, 2020). IWalk-USC Shoah Foundation. [iTunes App, Cost: Free] Retrieved on September 8, 2020 from https://apps.apple.com/us/app/iwalk-usc-shoah-

foundation/id1176057571

selecting the photo of a survivor from the grid, which directs them to that survivor’s story. This direct

testimonials from survivors and their families in the Houston, TX area. Site visitors can view them by

EIGHTH GRADE

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283

FORCE AND INTERACTIONS

Contributor: Leah Lekich Sample NearPod Lesson In this unit, eighth graders will investigate forces and interactions. Students may not yet understand the di erence between mass and weight and the factors of gravity. Students can confuse the fact that the more mass an object has, the larger force the object will need to move or stop. Students will learn through virtual demonstrations of objects at di erent speeds with di erent masses. There are virtual labs available and hands-on activities the students can complete at home. These demonstrations will support student learning by allowing them to see the di erence of force needed for di erent objects and their mass. They will work with the equation force equals mass multiplied by acceleration in an assignment. This unit is relative to the student’s lives because force and interactions are around them every day. Relationships such as driving a car and the safety aspects of why we need a seatbelt or a headrest. Students can see that it relates to the fact that a shopping cart can have di erent masses and they can understand the amount of force that is needed to cause the cart to accelerate or stop. This unit connects with the Tennessee state standard which is to conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. 8.PS2.4

• Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

ASSURE Lesson Plan Template Newton’s Laws of Motion- Observing Balanced/unbalanced forces Name: Leah Lekich

Subject Area(s): Science

Grade Level: 8th

Duration of Lesson: 2-3 days

Analyze learners

General Characteristics In grade eight at Margaret Allen Middle School, there are twenty students which include twelve girls and eight boys. The students ages range from 12-14 years old. The studentsâ&#x20AC;&#x2122; ethnicities are Caucasian, African American, Hispanic, and Arabic. In this class there are about two level one English learners, one level two, and two level three students. These students gain additional support from their EL teacher and my content di erentiation. The other students are pro cient in the English language or native to English. Within this class there is one student with an IEP. No students have a 504 plan within this class. The school is a part of the program National School Lunch and School Breakfast Program, so all studentâ&#x20AC;&#x2122;s receive breakfast and lunch at no charge to the student. Students live in an area of Nashville called Antioch. This area is middle-lower class working families. Knowing the student background and their cultures helps me know what to include when planning, teaching, and assessing. I normally plan two assignments and di erent assessments. One is for EL or IEP students and one is for all other students.

Curriculum Competencies Students learned about forces speci cally balanced/unbalanced forces in the fth grade. Students should know what a force is. Students should have some understanding of balanced/unbalanced forces.

Technology Competencies To complete this lesson, students need to have a laptop or tablet. They must be able to use Nearpod, PHET simulation which is a virtual lab resource, and Microsoft word for completing the assignment. Students must listen to the

instruction the teacher gives to correctly use the virtual lab.

State & NETS*S

Cite the appropriate Tennessee or Common Core Standards and NETS* Student

•

objectives

Standards using the numbers as well as the text. Use only the relevant parts to help focus your lesson planning. State Standard Create a demonstration of an object in motion that describe the position, force, and direction of the object. ISTE Standard 3.C Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections and conclusions.

Behavioral Objective: Given PHET simulation Forces and Motion, the learners will predict and observe in order to demonstrate the describe the position, force, and direction of the object. •Students will investigate the relationship between forces acting on an object and that object’s motion •Students will be able to predict the motion of an object.

Students should observe di erent scenarios through the virtual lab. Students should be able to identify balanced/unbalanced forces and draw the appropriate vector arrows to demonstrate the motion of the object. Students should predict the motion of the object with zero net force and direction of motion given a combination of forces. Students will be given an assignment that has di erent screenshots from the virtual lab. They will need to set up their lab to observe the object’s motion. Before they do the virtual lab they must predict the intended motion of the object by viewing the picture. They will then compare their predictions to the actual movement of the object. Students will write sentences to show the comparison using the key vocabulary supplied. For the EL student, sentence stems and additional support will help them

complete this assignment.

Select

Curriculum Materials

instructional methods, media, and materials

For Teacher: •Nearpod lesson •PHET simulation virtual lab (website in Nearpod for students to click on) •University of Colorado Bolder (2013). Forces and Motion-Basics- PHET Interactive Simulation, retrieved September 7, 2020 from https:// phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motionbasics_en.html •Clear instruction on virtual lab and assignment •Forces and Motion assignment in word document (attached bottom of LP) •Projector to display powerpoint and PHET The introduction of the lesson will be in Nearpod. My lesson must be ready for explaining the vocabulary before the students work on the virtual lab. This may be done the day before to give a full class period for the lab. I need the assignments and di erentiated assignments ready in a word document that students can work in. For Student: •Nearpod •Computer or tablet

•Force and Motion Assignment as a Word document

Utilize media and

Preparation for Media/classroom materials

materials

•Nearpod lesson with vocabulary overview and virtual lab link •Forces and Motion assignment •Make sure the Nearpod and assignment is pulled up on teacher computer and classroom projector. •Computer cart and/or tell students to have their computers for class the day before. •Make a list of the grouping of students according to the teacher’s observation of the students’ needs or behavior considerations. •Exit ticket with examples of lab

Preparation for the Learner: •Introductions of vocabulary will be done the day before. •Students will write in an open-ended discussion question in Nearpod to determine what they already know about forces and motion. •Students will take a Nearpod quiz to determine their misconceptions and understandings of the vocabulary •Students will review the vocabulary before the activity begins by matching the

word with a picture or de nition in Nearpod activities.

Require learner

1 Teacher will provide a detailed explanation of the virtual lab- students will focus

participation

on the projector while the teacher is explaining the lab. 1Students will ask any questions before clicking the link to begin the lab 1Students will open the Forces and Motion word document and make predictions. This is silent independent work. 1Students will work through the lab changing the friction, forces, and objects that are displayed in the assignment. 1After student complete predictions and the virtual lab. They will be asked to compare their predictions to the real movement of the object. (In assignmentvocabulary and sentence stems will be provided) 1After students complete the assignment, they will be asked to get with an assigned partner for proofreading. 1Students will switch computers and read over the explanations that the other student wrote. 1As a closure, teacher will pick a few student work examples to talk with the entire class on. This will be done anonymous. 1Students will be given an exit ticket of di erent scenarios from the lab and they

will state if the motion is balanced/unbalanced and explain their reasoning.

Formative Assessment (Process):

Evaluate and revise

An exit ticket of vocabulary will be given in the introduction lesson. This is to support teachers in knowing what academic vocabulary students are still struggling with before the lab begins. Monitoring and observing student responses during virtual lab allow immediate feedback for students. Grading the assignments will help the teacher understand more of what students need support on. In addition, the nal exit ticket of examples from the virtual lab will give teachers more information about students’ needs. I expect students will struggle with identifying the direction of motion of the object therefore close monitoring while working through the lab and assignment will be required of the teacher. I will take the data from the exit tickets to inform my instruction. I will group students in achieved mastery, close to mastery, below mastery, and very below mastery. Summative Assessment (Product): I will use the exit ticket per lesson to adjust and support my teaching. Grading and analyzing the data from the exit tickets will give me further information about which student is needing additional support and speci cs of what they need work on. After all of Newton’s Laws is taught, I will give a unit test which will give me more evidence of student’s achievement. The unit assessment will be a varied of multiple choice, true/false, and short answer responses. These multiple types of questions will help me understand what students are struggling with or mastering. There will be a di erentiated assessment that includes matching with detailed pictures to support students that are English learners or a student with IEP. At the end of the exit ticket and unit assessment, I will ask the students to rate their understanding of the content from 0-5. They will circle their understanding. The assessments are based on the science standards and the lessons objective. Therefore, I can compare their assessment results to the academic standards. I will take a percentage of students that score 90-100, 80-90, 70-60, and etc. In addition, I write out which students score less than 80% to give additional support to that student. This will help me know what students master content and what students are still needing reinforcement. FORCES AND MOTION You and some friends are at the park . You nd some rope and decide you’d like to play a game of tug-of-war. Unfortunately, there are 5 people so you can’t have an equal amount of people on each side. One of your friends suggests that the two biggest people should be on one side, while the three smaller people should be on the other side. Do you think this is a fair way to split up teams? Why or why not? Question: What causes objects to move or stay still? Open up PhET simulation “Forces and Motion.” TASK 1 a. Place 2 people that are the same size the same distance away from the cart. b.Make a prediction about the movement of the cart.

c.AFTER you have observed the actual movement, click on the sum of the forces box at the top right hand corner of the simulation. Record the number in the data chart.

Artifact assignment: Forces and Motion Concepts: Forces, balanced forces, unbalanced forces, net force Objectives: • Students will investigate the relationship between forces acting on an object and that object’s motion Students will be able to predict the motion of an object.

•

FORCES AND MOTION You and some friends are at the park. You nd some rope and decide you’d like to play a game of tug-of-war. Unfortunately, there are 5 people so you can’t have an equal amount of people on each side. One of your friends suggests that the two biggest people should be on one side, while the three smaller people should be on the other side. Do you think this is a fair way to split up teams? Why or why not? Question: What causes objects to move or stay still? Open up PhET simulation “Forces and Motion.” TASK 1 a. Place 2 people that are the same size the same distance away from the cart. b.Make a prediction about the movement of the cart. c.AFTER you have observed the actual movement, click on the sum of the forces box at the top right hand corner of the simulation. Record the number in the data chart. Predicted

Actual Movement Sum of Forces

Movement

(none, left, right) (0, x-left, x-right)

Same size, same placement on

rope.

TASK 2 a. Place 2 people that are the same size di erent distances away from the cart. b. Make a prediction about the movement of the cart. c. AFTER you have observed the actual movement, click on the sum of the forces box at the top right hand corner of the simulation. Record the number in the data chart.

Predicted

Actual

Sum of

Movement

Forces

(none, left,

(0, x-left,

right)

x-right)

Same size, di erent placement on rope.

TASK 3 a. Place 2 people that are di erent sizes the same distance away from the cart. b. Make a prediction about the movement of the cart. c. AFTER you have observed the actual movement, click on the sum of the forces box at the top right hand corner. Record the number in the data chart.

Predicted

Actual

Sum of

Movement

Forces

(none, left,

(0, x-left,

right)

x-right)

Di erent size, same placement

on rope.

a. Place 2 people that are the di erent sizes di erent distances away from the cart. b. Make a prediction about the movement of the cart. c. AFTER you have observed the actual movement, click on the sum of the forces box at the top right hand corner of the simulation. Record the number in the data chart.

Predicted

Actual

Sum of

Movement

Forces

(none, left,

(0, x-left,

right)

x-right)

Di erent size, di erent placement on rope.

Lab Report : PHET simulation Forces and Motion Virtual Lab Teacher Name: Ms. Lekich

Student Name: ________________________________________ 4

CATEGORY Spelling,

One or fewer

Punctuation and

errors in spelling, errors in spelling, spelling,

errors in

Grammar

punctuation and

spelling,

grammar in the

punctuation and

report.

grammar in the

Two or three

Four errors in

More than 4

report.

TASK 4

Experimental

Hypothesized

No hypothesis

Hypothesis

relationship

has been stated.

between the

variables and the

predicted results

is clear and

is reasonable

has been stated,

reasonable based

based on general

but appears to be

Data

on what has been knowledge and

based on awed

studied. Professional

observations. Accurate

logic. Accurate

looking and

representation of

representation of shown OR are

accurate

the data in tables the data in

representation of

and/or graphs.

the data in tables Graphs and

Data are not inaccurate.

written form, but no graphs or

and/or graphs.

tables are labeled tables are

Graphs and

and titled.

presented.

and titled. The relationship

The relationship

between the

variables is

variables is not

discussed and

discussed but no

discussed.

trends/patterns

patterns, trends

logically

or predictions are

analyzed.

made based on

tables are labeled Analysis

Predictions are made about what might happen if part of the lab were changed or how the experimental design could be

changed.

the data.

Media Share Resources Brainpop This website has age appropriate videos, quizzes, worksheets, and more. It does cost $220 per year for teachers to utilize it though. This relates to the motion and force standards 8. PS2.3: Create a demonstration of an object in motion that describes the position, force, and direction of the object. This resource is great for students as a whole class assignment or in groups. The students can take the quiz after the video to check for comprehension. This resource is great for teachers not only for the videos and quizzes, but also the worksheets, challenges, games, vocabulary, and graphic organizers Brainpop (1999). Newton's Laws of Motion. Retrieved September 07, 2020, from https:// www.brainpop.com/science/motionsforcesandtime/newtonslawsofmotion/ KAHOOT Kahoot learning games is a free mobile app which teachers can use to encourage learning and engagement in the classroom. This app can connect to many academic standards as it covers seemingly every subject matter, though as it applies to the subject I instruct, this app connects to force and motion-8.PS2.4. Teachers can make their own assessments as well as use the quizzes which are developed by other teachers. Students are partaking in a game to enhance their understanding of the content. Brand, J. (2020, September 03). Welcome back to Kahoot! for schools. Retrieved September 07, 2020, from https://kahoot.com/schools-u/ Khan Academy This free website, khanacademy.org/science/physics/forces-newtons-laws, is a great resource for students to better understand Newton’s laws. This website aligns with all the standards relating to force and motion. 8. PS2.3: Create a demonstration of an object in motion that describes the position, force, and direction of the object 8.PS2.4: Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. 8.PS2.5 Evaluate and interpret that for every force exerted on an object there is an equal force exerted in the opposite direction. This website o ers “personalized learning resources for all ages.” Students will engage in di erent videos and quizzes to check students’ understanding. Teachers will appreciate this website for students that need additional help or for enhancing lessons. Khan Academy (2008). Forces and Newton's laws of motion | Physics library. Retrieved September 07, 2020, from https://www.khanacademy.org/science/physics/forces-newtons-laws Newton’s laws- Science of NFL football These free videos are about Newton’s laws of motion from the National Science Foundation. The students can relate to these videos as they are about NFL football. This video aligns with the academic standards for 8 grade science force and motion standards. 8.PS2.3 & 8.PS2.5. The video gives the vocabulary, related equations, and real-life understandings of Newton’s laws. Teachers will love these videos as a launch or engagement piece to each of Newton’s laws. Teachers could use this for asking

National Science Foundation and NBC Learn. (2015, January 27). Newton’s First Law of Motion - Science of NFL Football [Video]. Youtube. https://youtu.be/08BFCZJDn9w PHET Interactive Simulation- Forces and Motion Basics This free virtual resource is amazing for connecting physics or mathematical standards with fun interactive labs. These simulations can be run on the computer or a cellphone using the mobile app. Virtual labs align with the force and motion standards 8.PS2.4: Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. This is a great resource for teachers because it gives them visual real-world connections along with inquiry-based questions that support learning. University of Colorado Bolder (2013). Forces and Motion-Basics- PHET Interactive Simulation, retrieved September 7, 2020 from https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forcesand-motion-basics_en.html Physics 4 Kids This free physics4kids.com o ers students pictures, videos, and diagrams about physics. There are related links that students can use for quizzes among other resources. This website is aligned with the 8 grade science standards of motion. 8.PS2.4: Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. th

Studios, A. (1997). Newtons Laws of Motion. Retrieved September 07, 2020, from http:// www.physics4kids.com/ les/motion_work.html

students what they noticed or wondered and to help excite them about the content. Students get excited about this video and how it relates to playing football. The citation below is for the National science foundation YouTube channel.

ELEVENTH GRADE

â&#x20AC;©

299

FIGURATIVE L ANGUAGE AND NUANCE

Contributor: Bre’Yonna Langford Sample NearPod Lesson In this unit eleventh grade students will be learning how to properly identify gurative language and nuance within the context of written works. They will interpret gures of speech and analyze the gures of speech within a text. Students may have trouble deciphering the di erent kinds of gurative language. They may also struggle with pinpointing gures of speech in their text. This unit may be di cult for English language learners since gurative language may not translate well, or at all, to the student’s rst language. During the course of this unit the students will be using audiobooks that will enhance their reading experience, tablets which they will use to view the Nearpod slides more e ciently, and they will also be provided with workbooks that they will write in daily and turn in for a grade. All of these resources will enable them to properly identify gurative language by the end of the unit. It is important for the students to understand how to identify gurative language because it will allow them to express themselves in ways previously unknown to them, and it will also enable them to be more creative in their writing. 11-12.L.VAU.5 Demonstrate understanding of gurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret gures of speech in context and analyze their role in a text; analyze

ffi

nuances in the meaning of words with similar denotations.

ASSURE Lesson Plan Template Figurative Language Learning Name:

Bre’Yonna Langford Duration of Lesson: 60 minutes

Subject Area(s): English Grade Level: 11th

In the eleventh grade class at Warren High School there are nineteen students, 8 Analyze

males and 11 females. Six of the students are English Language Learners, but all 6

learners

are conversationally adept at English. 4 of the 19 students have IEPs for various reasons, and 3 of the 19 require special considerations, such as extra time for exams and quizzes. The students range from African American, Hispanic, and Caucasian and are between the ages of sixteen and seventeen. These varying ethnic backgrounds mean that… The remainder of the class is uent in English. The school is predominately African American, but has a mixed population ranging from African American, Hispanic, and Caucasian. 62% of the school is eligible for free or reduced lunch and of that 62%, 14% live at or below the poverty line. The various socioeconomic statuses of the school population in uence my teaching by making me aware of what school supplies I require in the classroom as well as what I assign for homework, for example, I am very hesitant to assign homework where the internet is needed in case a student doesn’t have access. I am even wary of assigning homework at all because you never know what a student’s home life is like. This is the rst lesson in this unit, so while student’s may have heard the phrases being used in this lesson, this should be the rst time they are being introduced to this

material.

State &

11-12.L.VAU.5 Demonstrate understanding of gurative language, word

NETS*S

relationships, and nuances in word meanings in grades 11-12 reading and content;

objectives

interpret gures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations.

Behavioral Objective: Given a Nearpod slideshow about gurative language, the eleventh grade students will create their own unique skit which will incorporate the gurative language learned in the lesson, and perform it in front of the class in order to demonstrate their knowledge of gurative language. Language Objective: Key vocabulary: simile, metaphor, hyperbole, personi cation, gurative.

Academic Language Functions The best way for my students to express their understanding would be for them to use the language that they learn in the lesson and to be able to point out the gurative language learned without guidance from me as their teacher.

Linguistic forms Because the students are being taught the proper name for phrases that they’ve been using naturally for their entire lives there really isn’t anything that the students need in order to express their understanding other than the name of the gurative language concept. I may need to teach them the proper way of grammatical constructions, but for the most part every student in the class will be familiar with phrases like “so hungry I could eat a horse” now I just need them to become familiar with the name. I only opportunity that I will provide them will be in class or if they want to come to tutoring after school. I mentioned earlier that a lot of the school is of low socioeconomic status, so the only homework that is

assigned is whatever students don’t nish in class.

State Standard

Select

Curriculum Materials

instructional methods, media, and materials

•

Notebook paper (student centered)

•

Pencil or pen (student centered)

Technological Materials •

Nearpod slides (teacher centered)

•

Simile v. Metaphor Video https://www.youtube.com/watch? v=soP7d3e212k&feature=emb_logo (student centered)

•

Hyperbole and Personi cation video https://www.youtube.com/watch? v=hGM5C5hJLoc&feature=emb_logo (student centered)

•

Tablet to see the slides up close (student centered)

•

Elmo to see the slides as a group (teacher centered)

•

Dry erase board (teacher centered)

Remember: If there is no student-centered technology, you DO NOT have an

ASSURE plan

Utilize media

Brie y describe how you will use the learning resources in the following three (3)

and materials areas:

Preview and Prepare Materials •

Preview the Simile v. Metaphor video- (previewed and approved)

•

Preview the Hyperbole and Personi cation video (previewed and approved)

•

Have the slide show pulled up and ready on the Elmo and on the tablets

Prepare the Classroom •

Pull down the projector for the slide show

•

Have the Elmo and projector turned on

•

Dim the lights for the projector

Prepare the Learner Introduce the lesson to the class by having the do a short introductory activity

•

to get them thinking about the lesson to come.

Write terms they should know for the lesson on the dry erase board

•

Students will enter and immediately see an activity on the board that corresponds

learner

with the upcoming lesson. They will do the activity silently, after 5 or 6 minutes we

participation will brie y discuss answers to the activity which will then lead into the Nearpod lesson. Students will either use their tablets to follow along with the lesson or look up at the projector to follow along. There will be 2 short assessments within the lesson that the students will do as well as a brief open-ended question they will need to answer. Once the Nearpod lesson is completely, students will be split into groups of 3 or 4 where they will use what they learned in the lesson to come up with their very own short skit which will utilize words learned in the lesson. The nal portion of this lesson requires the students to ll out an exit slip which will

assess what they learned during this lesson.

Require

Evaluate and Formative Assessment (Process): revise

During the lesson the students are constantly being assessed. They are assessed three times during the Nearpod lesson, and then once again at the end of the lesson. Students are given the opportunity to demonstrate their understanding by participating in the skit where each student is required to participate in order to show what they know. I will monitor student learning by walking amongst the class and making myself available for any and all questions that my students may have. Whether or not students understand the material will directly in uence they way that I teach the next part of the unit as well as whether I need to go back and reteach the lesson again. Since the lesson is so imaginative and open for interpretation, I expect some goo ng o and maybe even some inappropriateness, to prevent this I will walk around the class and monitor discussion in order to keep the students on track. I will use a tablet to record what Iâ&#x20AC;&#x2122;m seeing and hearing. I base how well the students are meeting the goals on how well the skit incorporates what was learned in the lesson. I will provide feedback as I walk the classroom, and after each skit is complete. The assessments are to gauge whether the students are retaining the material, but it also gauges how well I teach the material so I will use them to determine whether my teaching of this lesson was adequate, and whether it was satisfactory enough for me to use it again in the future.

Summative Assessment (Product): I will collect the opening activity that the students complete at the beginning of class, as well as each assessment that they do during the lesson, and the exit slip that they do at the end of class. It will be used to compare how well they retain the information compared to the same material being used toward the end of the unit. The assessment does allow students to show what they have learned, particularly the open-ended question. The question was left open-ended to allow students to show how much they know without relying too heavily on multiple choice or matching. The students will be able to see how they do on their assessments in order for them to gauge where they could have done better as well as being able to see my feedback on their assessments. I have outlined my rubric for the classroom assessment below, and the assessments align with the lesson that they students are

participating in.

Use of gurative

The group used at

The group used

language terms

least 10 of the

least 7 of the

least 5 of the

less than 5 of the

gurative language

terms from the

lesson

2 group members

Only 1 group

Use of all group

All group members 3 group members

members

were utilized in the were utilized in the were utilized in the member was

Creativity

skit

utilized in the skit

The group created

The skit was

The group came up The skit was

a unique and

vaguely

with a skit that

neither unique nor

entertaining skit

entertaining or

was either unique

entertaining

for the class

unique

or entertaining, but not both

Total

/27

Student Grading Rubric 5

Student

The student

The student barely

The student did

helpfulness

participated and

contributed some

contributed any

not contribute any

contributed ideas

ideas, but not as

ideas for the skit.

ideas for the skit at

for the skit. (EVEN many as the rest of (EVEN IF THEIR IF THEIR IDEAS

the group. ((EVEN IDEAS WERE

WERE NOT

IF THEIR IDEAS

USED)

WERE NOT

all.

NOT USED)

USED) Studentâ&#x20AC;&#x2122;s Role in

The student came

The student did

the skit

up with their fair

up with some

up with hardly any

not come up with

share of gurative

gurative language

language terms for

terms, but not

the skit

enough

/10

Total

Group Grading Rubric

gurative language any gurative terms for the skit

language terms for the skit

Figurative Language Lite Figurative Language Lite is a great app for students learning to identify gurative language. This app is aligned with common core standards and allows the students to play in either practice or game mode. Game mode is a bingo-like game where students read a short sentence then practice their understanding of gurative language. This app is designed with older students in mind and enables students to practice their use of gurative language. This app is iOS compatible and requires iOS 9.3 or later. E. Skills Learning, LLC. (2020). Figurative Language Lite [iTunes App, Cost: 3.99] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/ gurative-language-lite/id501656964 11-12.L.VAU.5 Demonstrate understanding of gurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret gures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations. Figurative Language Quizizz is a website that, much like Softschools, allows the students to self-assess their knowledge of gurative language. The webpage is comprised of 20 multiple-choice questions designed to test the students on various gurative language questions. Quizizz, just like the name suggests, enables students to take quizzes, as well as do independent practice on whatever they need extra practice with. Quizziz.com. (2020). Figurative Language. [Website] Retrieved September 7, 2020 from https:// quizizz.com/admin/quiz/5812d57809211b782cca9728/ gurative-language 11-12.L.VAU.5 Demonstrate understanding of gurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret gures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations.

Grammar: Figurative Language Quiz

Media Share Resources

classroom or not. This speci c webpage, Grammar: Figurative Language Quiz, is designed to allow students to self-assess in order to see what they know when it comes to gurative language. The page consists of a multiple-choice quiz where the students are given a gure of speech and they must choose the correct multiple-choice answer. Softschools.com. (2020). Grammar: Figurative Language Quiz. [Website] Retrieved September 7, 2020 from https://www.softschools.com/quizzes/grammar/ gurative_language/quiz3369.html 11-12.L.VAU.5 Demonstrate understanding of gurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret gures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations. Grammar Express: Figures of Speech Grammar Express: Figures of Speech is an excellent app for students that are learning the di erence between di erent kinds of gures of speech and how to properly identify them. The app contains 58 pages of lessons explaining each gure of speech based on resemblance, contrast, or di erence, association, imagination, indirectness of speech and sound along with examples. This app gives students a chance to improve their knowledge of gurative language by providing tests and quizzes speci cally designed to assess the studentâ&#x20AC;&#x2122;s knowledge of the subject. This app is iOS compatible and requires iOS 8.0 or later. Webrich Software Limited. (2017). Grammar Express: Figures of Speech [iTunes App, Cost: 1.99] Retrieved September 7, 2020 from https://apps.apple.com/us/app/grammar-express- gures-of-speech/ id358133511 11-12.L.VAU.5 Demonstrate understanding of gurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret gures of speech in context and analyze

their role in a text; analyze nuances in the meaning of words with similar denotations.

SoftSchools.com is a website that allows students to practice their grammar online whether theyâ&#x20AC;&#x2122;re in the

Figurative Language is a great video to help students understand the di erent kinds of gurative language. The video describes the ve basic kinds of gurative language in-dept while also giving detailed examples. This video is valuable to students because it provides them with a basic introduction to gurative language. Mometrix Academy. (Account Holder). (2018). Figurative Language. [YouTube Video]. Retrieved September 7, 2020 from https://www.youtube.com/watch?v=6buf0If0zI0 11-12.L.VAU.5 â&#x20AC;Śinterpret gures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations. Metaphor, Simile, Personi cation, Hyperbole | Figurative Language Lesson Metaphor, Simile, Personi cation, Hyperbole | Figurative Language Lesson is a great resource for older students looking to get an introductory guide to the world of gurative language. The video gives basic examples of gurative language while also remaining relatable and fun for the students. This video is valuable to the students because it allows them to get an idea of what gurative language is, and what it is used for without overwhelming them with too many di erent types of gurative language. Mineola Creative Content. (Account Holder). (2019). Metaphor, Simile, Personi cation, Hyperbole | Figurative Language Lesson. [YouTube Video]. Retrieved September 7, 2020 from https:// www.youtube.com/watch?v=NegoYIuXoEA 11-12.L.VAU.5 Demonstrate understanding of gurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret gures of speech in context and analyze

their role in a text; analyze nuances in the meaning of words with similar denotations.

Figurative Language

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BIODIVERSIT Y AND HUMAN IMPACT

Contributor: Amina Darbashi Sample NearPod Lesson In this unit, high school students how to identify biodiversity and human impact on the environment. Due to being in a high poverty area, students may have challenges in this unit as they may nd it di cult to identify personal experiences that they can relate to. For example, a lot of students have never left the Nashville area or seen an ocean in person. Understanding biodiversity and how humans can have an impact can in uence students to make conscious decisions in their day to day lives to better earth’s biodiversity. Students will have the opportunity to take virtual eld trips to national parks, reserves, and wildlife refuges to observe positive impacts humans are making to preserve biodiversity. Students will also construct an argument on how to protect native species by researching an endangered species, Hellbenders, which are native to North America and occupy three rivers in Tennessee. ECO.ESS3: Earth and Human Activity 1.Research and evaluate the e ectiveness of public lands (state parks, national parks, wildlife refuges, wilderness areas) in sustaining biodiversity. 2.Construct an argument in support of protection of native species. Develop response to anticipated counterarguments.

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Unit Opening Commercial

ASSURE Lesson Plan Biodiversity Virtual Lab Name:

Amina Darbashi Duration of Lesson: 60 Minutes

Subject Area(s): Ecology

Grade Level: 10th-12th Grades

Analyze

In the ecology class at Hunters Lane High School,

learners

there are twenty-four students which include sixteen males and eight females. The students range from Caucasian, African, African American, and Hispanic and are in a range of 10th to 12th grade. A total of seven students are English Language Learners (ELLs) who are in a range of pro ciency from 1-4. One student speaks Swahili and does not know how to read and write in their native language as well as English. The other six ELLs speak Spanish and can have conversations in English, but range in reading and writing levels in English. One student has an IEP that requires additional time on assignments and assessments. Due to the socioeconomics of the school, all students qualify for free breakfast and lunch. Some students also receive food to take home over the weekends. This in uences planning as all assignments are to be completed in class and no homework is required. If students are unable to nish assignments during class, they are able to use free time in other days when lessons nish early, during homeroom or during lunch. Students will have covered biodiversity and population dynamics before performing virtual lab. Students understand migration, mortality and how it a ects biodiversity and population dynamics. Students will also need to be able to navigate a computer, complete the virtual lab tutorial as well

as, work in excel.

State &

TN State Standard:

NETS*S

ECO.ESS3:1 Earth and Human Activity Research

objectives

and evaluate the e ectiveness of public lands (state parks, national parks, wildlife refuges, wilderness areas) in sustaining biodiversity ISTE Standard: 3.c. Students build knowledge by actively exploring real-world issues and problems developing ideas and theories and pursuing answers and solutions.

Behavioral Objective: Given instructions, an excel document, and a website link, the learners will use the virtual simulator to create scenarios that alter biodiversity in order to demonstrate their understanding of biodiversity in wilderness areas. Language Objective: Key vocabulary: Biodiversity, habitat, mortality, migration

Academic Language: To express understanding, students will be manipulating the simulator and interpreting results to understand natural in uences of biodiversity. Once the virtual lab is completed, students will then write a PEEL (Point, Evidence, Explanation, Link) paragraph using above

vocabulary terms explaining their results.

Select

Curriculum Materials

instructional methods, media, and materials

•

30 Handout instructions (student centered)

•

30 Pencils (student centered)

Technological Materials •

30 Laptops (student centered)

•

Website from: Biodiversity Ecology. (2020, August 12). Retrieved November 14, 2020, from http://virtualbiologylab.org/biodiversityecology/ (student centered) Excel sheet link provided in Schoology (student

•

centered) Printer (teacher centered) Preview and Prepare Materials • Utilize media and

●Handouts printed day before lesson

materials

●Preview website tutorial and simulation *previewed and approved* Prepare the Classroom

To prepare the classroom, all computers will need to be fully charged and all links and documents will be provided for students in Schoology on correct date and folder.

Prepare Learner Objectives will be discussed at the beginning of class. Students will be introduced to the lesson by having all students log into computers and access virtual lab website. Students and teacher will read

through introduction together.

Require

After instructions students will work independently

learner

and begin the virtual lab tutorial. Once the tutorial

participation is complete, students will begin adjusting the simulator to match what is requested in the excel sheet. Students will run three trials for each set of modi cations and record their nding. Once the simulation is complete and all modi cations have been run through 3 times with recorded observations, the student will construct a PEEL paragraph referencing their ndings. Once completed, students may create their own modi cation on the virtual lab simulator and observe changes in biodiversity or they can assist students who are having di culty running the simulation. ELL students will be able to write their PEEL paragraph in their native language if desired. Also, the EL assistant will be assisting EL students

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throughout the lesson.

revise

Formative assessments in this lesson are observation of students working and completion of their excel sheet. The teacher will be monitoring and assisting students during the class period to ensure students are engaged in lesson. The teacher should be observing students working on their computers and either on the virtual lab website or the excel sheet. If students lose focus, the teacher will remind students of the goal for the day as well assist them with any challenges they are having at the time. Students excel sheets will be recorded as a grade in the formative section of the gradebook. Grading will focus on completion of assignment and if modi cations were accurately made and recorded. Feedback will be given on students excel sheet. Feedback can range from asking student to review speci c modi cations and trials again to telling students how well they modi ed and observed the virtual lab. If majority of students are having a hard time utilizing the lab simulator, the teacher can project the lab on the board and Summative Assessment (Product):

The summative assessment for this lesson is the PEEL paragraph students will write after completing their virtual lab. The students will be required to share their ndings and will be graded based on discussing the point, evidence, explanation and link in regard to biodiversity in natural settings. The rubric will have each section of the paragraph labeled and provided to students as they write their paragraph. EL students will be allowed to write in their native language if desired as well as can use their notes from previous lessons as assistance. Students will be available to re ect on their observations through their writing. The studentâ&#x20AC;&#x2122;s work will document the studentâ&#x20AC;&#x2122;s ability to research and evaluate the e ectiveness of sustaining biodiversity in a wildlife setting, which aligns with TN state standard ECO.ESS3:1. Students will also be using ISTE 3.C standard by building knowledge through exploring real world situations.

Evaluate and Formative Assessment (Process):

PEEL Paragraph Rubric: 4 (10pts each) Point/Claim is logical and thoughtprovoking. Shows complex thinking. Includes speci c evidence from virtual lab that keenly supports original claim. Builds a strong, logical argument/ train of thought, fully explaining idea and how evidence supports point. Presents more than one welldesigned connection to real world situations of biodiversity.

Point

Evidence

Explanation

Link

3 (8pts each) Point/ Claim is reasonable and accurate.

2 (6pts each) Point/Claim is unclear or overly simplistic.

1 (4pts each)

Includes general info from text to support idea.

Evidence is confusing or better evidence needed to support idea.

Evidence is missing or is inaccurate.

Includes reasonable explanatio n to show how evidence supports point.

Explanation is weak or confusing or not developed. May fail to connect evidence to point.

Explanation is missing, inaccurate, or makes no sense.

Presents general connection s to real world situations of biodiversit y.

Presents one general connection to real world situations of biodiversity.

Ideas are choppy or unrelated with little to no connection to biodiversity in the real world.

Point/Claim is missing or inaccurate.

Biodiversity Is Collapsing Worldwide. Here's Why In this video students will learn about how climate change is causing a decrease in biodiversity. It is important to educate students that human impact is not the only thing that e ects biodiversity. The video uses three di erent animals that are experiencing challenges to overcome in order to survive as a species. Standard: ECO.ESS3:1 Earth and Human Activity Research and evaluate the e ectiveness of public lands (state parks, national parks, wildlife refuges, wilderness areas) in sustaining biodiversity

Henry, Cat, and DJ Kast. â&#x20AC;&#x153;Biodiversity Is Collapsing Worldwide. Here's Why.â&#x20AC;? Our Changing Climate, Youtube, 8 May 2020, www.youtube.com/watch?v=1cvMX82iwRM Hidden Worlds of National Parks The Hidden Worlds of National Parks is a website allows students the opportunity to visit 5 national parks around the United States. The virtual eld trip is guided by park rangers that provide valuable information as well as, short clips, interactive activities and 360-degree exploration. This website allows students to experience public lands that they are not familiar with and may not have the opportunity to see in person. This allows students to research and obtain knowledge of National Parks and what they do in regard to sustaining biodiversity.

Standard: ECO.ESS3:1 Earth and Human Activity

Media Share Resources

wilderness areas) in sustaining biodiversity The Hidden Worlds of the National Parks - Google Arts & Culture. (n.d.). Retrieved on 7 September 2020. from https://artsandculture.google.com/project/national-park-service How Much Nature Should America Keep? How Much Nature Should America Keep is an article provided by the Center for American Progress. This article shares research on how much land is being removed for di erent types of development. This website will allow students to see the human footprint that has been made over the past couple of years. Students will then be challenged to argue whether or not the development is acceptable, what will the development cause for biodiversity and what can be done to help sustain biodiversity. Standard: ECO.ESS3:1 Earth and Human Activity Research and evaluate the e ectiveness of public lands (state parks, national parks, wildlife refuges, wilderness areas) in sustaining biodiversity Ashley, M. L. (2019, August 6). How Much Nature Should America Keep? Retrieved on 7 September 2020 from https://www.americanprogress.org/issues/green/reports/2019/08/06/473242/ much-nature-america-keep/ Invasive Plants This app provides a list of invasive plants to North America, the scienti c name, and images to help identify the invasive species. Students can use the app while walking in their neighborhood, park, or backyard. Students can use the app on their cell phone while actively searching outside for invasive plant. This allows students to be hands on and see if and what species may be invasive near their home. Standard: ECO.ESS3:2 Earth and Human Activity Construct an argument in support of protection of native species. Develop response to anticipated counterarguments.

Bargeron ,Charles. â&#x20AC;&#x153;Invasive in Southern Forestsâ&#x20AC;?. [App Store No Cost]. Retrieved on [9/7/2020]. https://apps.apple.com/us/app/invasiives-in-southern-forests/id495852751 Seek by Inaturalist Seek is an app that allows individuals to take a picture of a living organism and identi es the organism.

The app also provides information about the species, the range that the species lives in, and whether the

Research and evaluate the e ectiveness of public lands (state parks, national parks, wildlife refuges,

their community. After, they can identify ways to protect native species and contain invasive species. Standard: ECO.ESS3:2 Earth and Human Activity Construct an argument in support of protection of native species. Develop response to anticipated counterarguments. iNaturalist, (2018).â&#x20AC;?Seekâ&#x20AC;?.[App Store, No Cost]. Retrieved on 7 September 2020, https:// www.inaturalist.org/pages/seek_app Why Biodiversity is Important Why Biodiversity is Important is a great introductory video to students when beginning the topics biodiversity and sustainability. This video explains the importance of ecosystem, species, and genetic diversity. The video also explains how the greater the diversity is the more stable the ecosystem can be against disruptions. Standard: ECO.ESS3:1 Earth and Human Activity Research and evaluate the e ectiveness of public lands (state parks, national parks, wildlife refuges, wilderness areas) in sustaining biodiversity Presho , Kim, director. Why Is Biodiversity So Important. Youtube, TedEd, 20 Apr. 2015, www.youtube.com/watch?

v=GK_vRtHJZu4&t=1s

species is native or not. Students can use this app as basis to identify native and invasive species within

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TWELFTH GRADE

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323

BUDGETING AND MONEY MANAGEMENT

Contributor: Cody Elder Sample NearPod Lesson In this unit, 12th grade students will be introduced to money management tools including budgeting and personal balance sheets. Students may have trouble with these concepts as they do not have experience managing their own income. The class will work together through several example budgets and balance sheets. They will then create a projected budget and balance sheet based on their career and personal goals, as wells as cost of living research for a city of their choice. The students will gain rsthand experience in creating a budget using templates in Microsoft Excel and through a budgeting smart phone app. Knowledge of these money management tools will assist the students in becoming nancially responsible as they begin their careers and start planning for their nancial future. Studying and applying budgeting and personal nancial statements fall under the CTE Personal Finance standard for Planning and Money Management (8). Using money management tools such as online computer-based budgeting tools, cost of living calculators, or hardcopy forms, create a personal balance sheet, determine assets and liabilities, and

â&#x20AC;¨

calculate net worth for an identi ed career.

ASSURE Lesson Plan Template Budgeting for Desired Career Path Name:

Cody Elder

Subject Area(s): Business Education / Personal

Finance Duration of Lesson: 45 minutes

Analyze learners

Grade Level: 12th grade

There are 25 students in the 12th grade personal nance class at Gallatin High School. Of these students, 14 are male and 11 are female. Ages of the students range from 17 to 18 years old. There are two English Language Learners in the class. For the rest of the students, English is their rst language. All students bring in knowledge of vocabulary and foundation of budgeting from prior lesson and quiz. No students have IEPs or 504 plans. There are 15 white students, 6 black students and 4 Hispanic students in class. 45% of the students in the school are eligible for free lunch and 6% are eligible for reduced lunch. It is unknown if these percentages are accurate for this class.

Curriculum Competencies: Students will use basic math and organization skills.

Technology Competencies:

Students will conduct research online and format data in their excel spreadsheet.

State & NETS*S

Personal Finance Objective

objectives

Planning and Money Management (9) Using research from local sources (such as cost of living calculators, newspapers, chambers of commerce, local government, and company websites), create a monthly personal budget that re ects household living expenses, taxes, potential savings, and an emergency fund. Develop a saving/spending plan for a week and track actual spending for comparison. ISTE Standard 3a Students plan and employ e ective research strategies to locate information and other resources for their intellectual or creative pursuits. Behavioral Objective: Using an Excel Spreadsheet to research salary data, high school students will identify the level of education needed and input this data in order to compare the savings potential for each prospective career using projected cost of living and expenses.

Language Objective: Students will summarize their career and budget ndings. They will be instructed to use the key terms listed below to frame their results.

Key terms:

Income, expense, cost of living, earnings potential, savings potential

Teacher Centered Materials:

Select instructional

Kapoor, Jack R., et al. Personal Finance. McGraw-Hill Education, 2020.

methods, media, and materials

Microsoft Excel Dry erase board Overhead projector and display screen

Student Centered Materials: Laptop or tablet Company Salaries. (2020). Retrieved November 20, 2020, from https:// www.glassdoor.ie/Salaries/index.htm Empowering You to Make Smart Financial Decisions. (2020). Retrieved November 20, 2020, from https://smartasset.com/ Salary Comparison, Salary Survey, Search Wages. (2020). Retrieved November 20, 2020, from https://www.payscale.com/ U.S. Bureau of Labor Statistics. (2020, November 17). Retrieved November 20, 2020, from https://www.bls.gov/

Microsoft Excel

Utilize media and materials

Media and Material Preparation: Preview the websites Have all laptops or tablets charged Have the websites and excel accessible on laptops/tablet

Classroom Preparation: Have all laptops or tablets charged Have projector turned on and display screen ready Have learning and classroom objectives written on board

Learner Preparation: Refresh students on prior lesson Ask review questions about budgeting Introduce the lesson and vocabulary Introduce and demonstrate salary searches on glassdoor.com and payscale.com Introduce education requirement search on bls.gov Introduce and demonstrate cost of living searches on smartasset.com

The students will rst engage in a review of prior lessons related to budgeting. They will be required to answer review questions aloud. After the review, they will listen to the introduction to this lesson. This lesson combines their previous

budgeting knowledge with career exploration.

Students can work in pairs to research 2 prospective career salaries and education

participation

requirements (each student will prepare a spreadsheet with 2 careers). With their salary information, they will ll out the income section of their comparative budgets. They will then research cost of living data to compute their expenses. Once all data is input, they will have an estimate of the savings potential. Each team will informally present their ndings to the class. The class will also engage in a group discussion about which careers required the most education and which did not. They will also compare the salary di erences between these careers.

Evaluate and

Formative Assessment (Process):

revise Students can be observed while they conduct their research and input their ndings into excel. Students will demonstrate their understanding through presenting their ndings and the class discussion. I will walk around the classroom engaging with groups as they conduct research. This is a work-based lesson, so I will be able to see if groups are participating or not. I expect to see student groups engaged with each other as they discover salary and education requirements of their career choices.

Summative Assessment (Product):

Each group will turn in their excel spreadsheet as evidence of student learning. This lesson is intended to sharpen their budget skills and add an element of career exploration. The spreadsheet will provide evidence of budgeting knowledge and formatting. Since all students are required to compete a spreadsheet, this assessment allows each student to show what they know. Students will be able to

re ect on their ndings during the discussion.

Require learner

Budgeting for Teens Budgeting for Teens serves as a great introduction to budgeting. This short video lays out the basic reasoning behind budgeting. This video should be used as an introduction to budgeting concepts and to help explain the importance of money management. This introduction helps build the foundation for personal nance and meets the personal nance standards number 1) De ne the concept of personal nance. Consider how personal nance concepts t into key life events or stages and explain the importance of personal nancial planning using information sources such as instructional materials, news articles, blogs from reputable sources, personal narratives, and industry publications and 8) Using money management tools such as online computer-based budgeting tools or hardcopy forms, create a personal balance sheet, determine assets and liabilities, and calculate net worth for an identi ed career.

Finance Education. (Account Holder). (2020). Budgeting for Teens. [YouTube Video]. Retrieved on September 7, 2020 from https://youtu.be/sNocjsSSRkE Discover.com Discover.com has several budgeting related articles. The cited article below would serve as a reading assignment leading into the budgeting unit. This article incorporates the human element of budgeting by discussing self-awareness and a rewards system. This article will be a useful resource to students to look back on as they apply these concepts to their lives. This resource helps meet the personal nance

â&#x20AC;¨

standards number 1) De ne the concept of personal nance. Consider how personal nance concepts t into key life

Media Share Resources

materials, news articles, blogs from reputable sources, personal narratives, and industry publications and 8) Using money management tools such as online computer-based budgeting tools or hardcopy forms, create a personal balance sheet, determine assets and liabilities, and calculate net worth for an identi ed career. Discover. (2020) How to Create a Budget (and 5 Budgeting Basics You Canâ&#x20AC;&#x2122;t Miss) [Website]. Retrieved on September 7, 2020 from https://www.discover.com/online-banking/banking-topics/5budgeting-basics/ The Every Dollar The Every Dollar app is a well formatted budgeting app. Students can expect other budgeting apps to function similarly to the Every Dollar app. This app can import bank account data which will be useful to those students working part time. This app can assist in meeting the personal nance standard number 8) Using money management tools such as online computer-based budgeting tools or hardcopy forms, create a personal balance sheet, determine assets and liabilities, and calculate net worth for an identi ed career. Ramsey Solutions. (2020) Every Dollar. [ITunes App, Cost: Free] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/everydollar-budgeting-app/id942571931 Managing Your Money Managing Your Money using the 50-30-20 Rule is a great resource for nance teachers. This video details one of the money management systems known as the 50-30-20 rule. The simplicity of this method makes it valuable to students as a beginning budgeting method and helps meet the personal nance standard number 8) Using money management tools such as online computer-based budgeting tools or hardcopy forms, create a personal balance sheet, determine assets and liabilities, and calculate net worth for an identi ed career.

Practical Wisdom â&#x20AC;&#x201C; Interesting Ideas. (Account Holder). (2020). Managing Your Money Using the

50-30-20 Rule. [YouTube Video]. Retrieved on September 7, 2020 from https://youtu.be/sgCc1DhdsUc

events or stages and explain the importance of personal nancial planning using information sources such as instructional

Microsoft Excel is an excellent way for students to practice formatting their own personal budgets and creating personal balance sheets. This app can be used on a computer or smartphone/tablet. The students can select to use budgeting templates through the app or can create their own spreadsheet from scratch. This will may be the students rst experience working with spreadsheets. This app can assist in meeting the personal nance standard number 8) Using money management tools such as online computer-based budgeting tools or hardcopy forms, create a personal balance sheet, determine assets and liabilities, and calculate net worth for an identi ed career. Microsoft Corporation. (2020) Microsoft Excel. [ITunes App, Cost: Free with Microsoft 365 subscription] Retrieved on September 7, 2020 from https://apps.apple.com/fm/app/microsoft-excel/ id586683407 MoneyManagement.org MoneyManagement.org also has many articles related to personal nance. The article cited below is a quick reference point in creating a personal balance sheet. This would serve as a good reading assignment before the unit begins. This may be the rst time a student is exposed to the concept of a balance sheet, and this article does a good job in laying out the basics. This will help meet personal nance standards 1) De ne the concept of personal nance. Consider how personal nance concepts t into key life events or stages and explain the importance of personal nancial planning using information sources such as instructional materials, news articles, blogs from reputable sources, personal narratives, and industry publications and 8) Using money management tools such as online computer-based budgeting tools or hardcopy forms, create a personal balance sheet, determine assets and liabilities, and calculate net worth for an identi ed career. Money Management International. (2020) How to Create a Personal Balance Sheet and Determine Your Net Worth [Website]. Retrieved on September 7, 2020 from https://www.moneymanagement.org/ credit-counseling/resources/how-to-create-a-personal-balance-sheet-and-determine-your-net-worth

Each of these resources can be used to meet the following personal nance standards under Financial Responsibility and Personal Decision Making: 1) De ne the concept of personal nance. Consider how personal nance concepts t into key life events or stages and explain the importance of personal nancial planning using information sources such as instructional materials, news articles, blogs from reputable sources, personal narratives, and industry publications. Planning and Money Management: 8) Using money management tools such as online computer-based budgeting tools or hardcopy forms, create a personal balance sheet, determine assets and liabilities, and calculate net worth for an identi ed career.

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https://www.tn.gov/content/dam/tn/education/ccte/ n/cte_std_personal_ nance_21.pdf

Microsoft Excel

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ART

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334

ART FROM EUROPEAN REGIONS

Apelles painting Campaspe, an artwork which shows people surrounded of ne art; byÂ Willem van Haecht; circa 1630; oil on panel

Contributor: Amy Elder Sample NearPod Lesson In this unit, 7th and 8th grade students will be learning about art from the European region. This may be the rst time that students are exposed to artwork from a di erent culture and they may not understand the di ering values, beliefs and lifestyle. Students will learn about art from the European region through critical analysis and interpretation, interactive examples, virtual eld trips to some of the most famous European museums, and hands-on creation projects. Understanding artwork from diverse backgrounds sets the stage for student artists to be more compassionate and open to ideas and styles of people of di erent times, places, and cultures. In addition, students will be able to identify and interpret how art is developed depending on the time and place in which it was created. Relating artistic ideas and works with societal, cultural, and historical context is listed under the Tennessee State Standards for Visual Arts. 7.VA.Cn2.A Analyze how responses to art are in uenced by understanding the time and place in which it was created, the available resources, and cultural uses.

â&#x20AC;¨

8.VA.Cn2.A Distinguish di erent ways art is used to represent, establish, reinforce, and re ect group identity.

ASSURE Lesson Plan European Pre-Historic Art Virtual Museum Tour Name:

Amy Elder

Duration of Lesson: 30 minutes

Subject Area(s): Visual Art Grade Level: 7th Grade

Analyze learners In the 7th grade class at Madison Middle School, there are 30 students which includes 17 males and 13 females. Five students are English Language Learners and see a specialist outside of the classroom. One student has an IEP. Students range from African American, Caucasian, and Hispanic. All students enter the classroom with a basic knowledge of art materials and at least one previous year of Visual Art.

Curriculum Competencies: To complete this lesson, students will need to follow basic steps and have an understanding of geographical locations.

Technological Competencies: To complete this lesson, students will need to

know how to navigate a tablet and record results.

State & NETS*S 7.VA.Cn2.A Analyze how responses to art are objectives

in uenced by understanding the time and place in which it was created, the available resources, and cultural uses.

ISTE Standard 1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Behavioral Objective: Given a tablet to go on a virtual tour of European museums, the learners will analyze artwork from pre-historic Europe, in order to demonstrate their understanding of how time and place in uence artwork. Language Objective: Key Vocabulary: culture, European, art, in uence, resources, tools, history, ability, time

period, available, expression

Curriculum Materials

Select instructional

methods, media, ●16 handouts for students to work in pairs. and materials

●31 pencils for each student to contribute to handout.

Technological Materials ●16 media devices (tablet) with Wi-Fi/internet connection (student centered) ●Rijksmuseum Walking Tour : Amsterdam and More (Account Holder). (2019) Rijksmuseum Walking Tour [YouTube Video] Retrieved on September 7, 2020 from https:// www.youtube.com/watch? v=i33yhscLS2Y&feature=youtu.be (student centered) ●National Maritime Museum (2020) Experience The National Maritime Museum From Home [Website] Retrieved on September 7, 2020 from https://www.hetscheepvaartmuseum.com/ whats-on/online-museum ●Pull-down display screen (teacher centered) ●Dry erase board (teacher and student centered)

***Any teacher using this lesson plan should use a rubric to determine the educational value for

the learner and the learning environment***

MEDIA AND MATERIALS PREPARATIONS:

and materials

●Preview Website and Approve with Admin ●Print 16 handouts, enough for each pair + extra ●Make sure all tablets are charged ●Check all tablets are connecting to network ●Have writing utensils for dry erase board

CLASSROOM PREPARATIONS: ●Rearrange seating to work with pairs ●Pull-down display screen

LEARNER PREPARATIONS ●Introduce the lesson to learners. ●Go over lesson objectives and expectations. ●Model for students how to access website and nd virtual tour. ●Students will work with a partner on one tablet and one handout. ●Students will ll out handout based on information received.

●Model example response.

Utilize media

After the instruction on how to use the

participation

technology, students will be broken into predetermined pairs. Each pair will receive a tablet and handout. Each student is expected to bring their own pencil but extras will be available upon request. From there the students will be instructed to visit one of the provided websites for a museum virtual tour. The students will be asked to virtually walk around the museum to located pre-historic art. Once located, the pairs of students will be asked to analyze the artwork and work with one another to answer the questions provided on the handout. If students nish early, they may continue to virtually walk around the museum to view other exhibits. The nal portion of this lesson will involve student pairs nding another pair to â&#x20AC;&#x153;talk pair shareâ&#x20AC;? their ndings. During this time, the students are expected to add to their handout if they learn something new from classmates. The students will be graded on their completion of the

handout and if they met lesson expectations.

Require learner

Evaluate and

Formative Assessment (Process):

revise Formative assessments used in this lesson include observation of pair participation while students are visiting museum virtual tours. Students will demonstrate understanding by completing handout that allows them to analyze and record ndings. The formative assessments should be recorded and entered into the gradebook. The students will need to be graded individually and how they contributed to their partnerâ&#x20AC;&#x2122;s learning. The formative assessment will take place as the pair is working together to located pre-historic art in the museum, ll out the handout in full, and during discussion with another pair. It is the expectation that all students participate and collaborate with their partner and put forth e ort in completing the lesson. I will provide the students with verbal feedback during the student work time. If it is clear that learner are not meeting the objective, then the lesson should be paused and reexplained to the class as a whole.

Summative Assessment (Product): The summative assessment will come from if the students were able to complete the task given the introduction directions. They will be accessed by their ability to work in pairs, locate pre-historic art without speci c direction, and analyze ndings. The studentâ&#x20AC;&#x2122;s work will document the studentâ&#x20AC;&#x2122;s ability to analyze how responses to art are in uenced by understanding the time and place in which it was created, the available resources, and cultural uses (TN Visual Art standard 7.VA.Cn2.A) and the ability for students to use

technology to improve understanding. It will also

Google Arts & Culture

Google Arts & Culture gives teachers and students access to over 1200 museums. Students can use the loo at their own pace and explore pieces of art from the European region. At some point in our lesson, students will be asked to research artwork of their choosing and Google Arts & Culture is a great

â&#x20AC;¨

Media Share Resources

Google LLC (2014) Google Arts & Culture [iTunes App, Cost: Free] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/google-arts-culture/id1050970557 Kahoot! Play and Create Quizze Kahoot! Play and Create Quizzes is a wonderful way for students to review that lesson on European Art. Kahoot! allows the teacher to create both informative based review questions as well as polls for students to express their ideas. Students stay engaged and enjoy the competitive side of learning. In regards to this lesson, students will use Kahoot! to review, describe and analyze art. Connects to standards 7.VA.Cn2.A and 8.VA.Cn2.A for Tennessee Visual Arts Kahoot! AS (2020) Kahoot! Play & Create Quizzes [iTunes App, Cost: Free] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/kahoot-play-create-quizzes/id113120356 Metropolitan Museum of Art The Met website features key resources for middle school teachers to nd lesson plans relating to the topic they are teaching. This website is especially helpful to Tennessee Standard: Understanding Visual Arts in Relation to History and Cultures. There are several lesson plans available for art around the world. Connects to standards 7.VA.Cn2.A and 8.VA.Cn2.A for Tennessee Visual Arts. The Metropolitan Museum of Art (2020) Educators [Website] Retrieved on September 7, 2020 from https://www.metmuseum.org/learn/educators National Maritime Museum National Maritime Museum is a great resource that teachers and students can use to connect how time and place develops di erent type of artwork. The website has an audioguide feature that walks students through di erent exhibitions. This feature is exceptionally bene cial to students how are both audio and visual learners. Connects to standards 7.VA.Cn2.A and 8.VA.Cn2.A for Tennessee Visual Arts. National Maritime Museum (2020) Experience The National Maritime Museum From Home [Website] Retrieved on September 7, 2020 from https://www.hetscheepvaartmuseum.com/whats-on/ online-museum One Minute In A Museum One Minute In A Museum is a series of videos produced by The Louvre. These videos are short and engaging to students. There are three characters that visit The Lourve and discuss a piece of artwork. They ask questions that the students themselves might ask if they were looking at the art. These short videos hold attention and are easy to understand. Connects to standards 7.VA.Cn2.A and 8.VA.Cn2.A for Tennessee Visual Arts.

MusĂŠe du Louvre (Account Holder). (2020) One Minute In A Museum [YouTube Video] Retrieved

â&#x20AC;¨

resource for them to use. They are able to search by time periods, locations, and even go into Virtual Reality. Connects to standards 7.VA.Cn2.A and 8.VA.Cn2.A for Tennessee Visual Arts.

Rijksmuseum Walking Tour Rijksmuseum Walking Tour is a great video that allows students to go on a virtual tour of an art museum. This video will give students access to view artwork that is in a di erent part of the world. Students can view art at their own pace and pause the video for opportunities to analyze the art. Connects to standards 7.VA.Cn2.A and 8.VA.Cn2.A for Tennessee Visual Arts.

Amsterdam and More (Account Holder). (2019) Rijksmuseum Walking Tour [YouTube Video] Retrieved on September 7, 2020 from https://www.youtube.com/ watch?v=i33yhscLS2Y&feature=youtu.be

â&#x20AC;¨

on September 7, 2020 from https://www.youtube.com/playlist?list=PLXLB812R3GOmijo_Vi512KbohOBQPiWM

MUSIC

â&#x20AC;©

346

UNDERSTANDING FUNDAMENTALS OF C HORAL MUSIC

Contributor: Allen Christian Sample NearPod Lesson In this unit, students will gain exposure to the fundamentals of choral arts singing and music theory. During the process, students may not be accepting of the knowledge, adapting to the technical concept of sing and music theory. Students will obtain educational exposure to choral performing arts through activities such as attending eld trips, formal instruction, and individual/collaborative activities. Students will have access to digital resources to aid them in mastering sight-reading, sight-singing, and matching pitch through musical software. Student-centered activities provided will allow students to work in groups to compose, demonstrate, read, and perform what they produced. Providing varied activities will support the students with gaining an appreciation for responding, creating, performing, and connecting towards choral art music. Plus, virtual exposure to the guest artist in the music industry who have mastered the arts of classical singing and music theory. Understanding the fundamentals of music theory and choral singing promotes all-inclusive learning that instills discipline with exposure to rehearsal art. As the students rehearse, they begin to recognize the connection with music and how it relates to society. Then, the song(s) set to perform begins to come together through the comprehension of music theory and choral musicianship. Additionally, students begin to understand the music as a whole is interdisciplinary, which aids with them understand other. VM.P2.A Demonstrate the ability to read and notate music individually and/or in ensemble settings.

â&#x20AC;¨

VM.Cn2.A Demonstrate understanding of relationships between music and other disciplines, history, varied contexts, and daily life.

ASSURE Lesson Plan Note Name Basics (Bass Clef Notes) Name: Allen Christian

Subject Area(s): Music

Duration of Lesson: 30 Minutes

Analyze learners

Grade Level: 6th

General Characteristics In the sixth grade class at Moses Mckissack Middle School, there are twenty-two studentswhich include twelve females and ten males. The students range from Caucasian, African American, and Hispanic and are between the ages of ten and eleven. 6 students have IEP’s for developmental delay. Two students are English Language Learners and spend time outside of the classroom with a speech therapist. The remaining students are uent with the English language. The 5th -8th school is predominantly African American, but has a mixed population ranging from Caucasian, Hispanic, and Asian.

Curriculum Competencies To complete this lesson, students will need to know about the lines and spaces on the musical sta . As well as, the musical alphabet. And, the responsibility of the clef. Technology Competencies To complete this lesson, students will need to know how to navigate a tablet and how to enter numerical

digits onto the website.

State &

State Standard

NETS*S

objectives VM.P2.A Demonstrate the ability to read and notate music individually and/or in ensemble settings. VM.P2.C. Demonstrate technical accuracy through appropriate use of scale construction, rhythm work including pulse, note, and rest values, diction, pronunciation, and vowel formation.

Behavioral Objective: Given a website (Nearpod), the students in the sixth-grade class will establish an understanding of knowledge in relation to the notes of the Bass Clef, through exploration and practice through many interactive activities that will verify their knowledge of the notes on the Bass Clef. Then, the students will complete an interactive quiz provided website (Nearpod), to show their understanding of the terms and standard.

Language Objective: Key vocabulary: Sta , Notes, Notehead, Pitch, Bass Clef

Academic Language Functions To express understanding, students will use the following vocabulary terms to develop an understanding of music theory with an emphasis on notes on the Bass Clef. Throughout the lesson proceeds students will work together during some activities and utilize content vocabulary as they explore di erencesÂ and similarities between the notes Treble and Bass Clef. After the completion of their practice task, the students will submit their structured practice

work.

Curriculum Materials

Select instructio nal methods, media, and materials

●Composition Book ●Pencils ●Laptops with internet access Technological Materials ●Website from web- Nearpod. (2019). Note Name Basics. [Web, Cost: Free] Retrieved November 14, 2020, from https://share.nearpod.com/N3l9nNqs7ab (student centered) ●Let’s Read Music 5 – Bass Clef Note Names. (2020, June 30). JohnMcAllisterMusic [Web, Cost: Free] Retrieved November 14, 2020, from https:// www.youtube.com/watch?v=0Sos_zBGo1k (student centered)

●22 media devices (laptops) with Wi-Fi/internet connection ( teacher and student centered) ●Dry erase board (teacher and student centered) ●Composition books (teacher and student centered)

●Printer with ink and paper (student centered)

Utilize

Prepare the MEDIA, MATERIAL, LEARNER and

media

CLASSROOM

and materials

Preparation for media and material were too make sure the link for Nearpod works and is active. As well as, make sure the studentsâ&#x20AC;&#x2122; computers work accurately. To ensure the videos are appropriate for instruction. Check and make sure the students have their composition books and pencils ready for the lesson. Present the interactive academic website to the students. And have the students sign in. Then, introduce the lesson and content terms and notes referring to the notes on the Bass Clef. Have the terms posted on Nearpod for the students to write down. Give the students the opportunity to collaborate during the guided practice time to explore the di erence and similarities between the Treble and Bass Clef. Model for students the mnemonic phrases that will help the students learn the notes of the Bass Clef. Next, give clear instructions as the students will have to match terms and notes to the correct line or space. Afterwards, have clear directions for the students as they will create their own mnemonic phrases as one of their independent practice. Finally, have the students complete an exit ticket to

assess for mastery of the standards and objectives.

Require

After the instruction on how to use the technology. The

learner

students will then be asked to have a pencil and

participat composition book to take notes. Then, students will ion

start directly on the bellringer on Nearpod. From there the students will be instructed to label a sta

from the

bottom to the top. The students will be asked to watch the video Bass Clef Note Names. Once completed, the groups of students will practice matching the notes to the correct line and spaces on the sta . The students will then complete an interactive draw it activity where the students will ll in the correct music alphabet to the correct note on the Bass sta to evidence mastery by completion. Once completed, the students may continue to review and ask questions, until the whole class is nished. The last portion of the lesson will be used for the students to take an interactive quiz on Nearpod. The students will be graded on their completion of the matching, the draw it activity, the interactive quiz, and their e ort to participate during the lesson. If it is apparent that a student is not understanding the objective of how the Bass clef organizes the notes on the lines and spaces of the sta , student should ask peers in the chat, to aid in understanding. Conditionally, if peer teaching should not work there will be more examples and time spent during or after instruction to ensure student mastery

of the objectives.

Evaluate and

Formative Assessment (Process): Formative assessment within this lesson will consist of the students showing progress as they work together and individually on activities that reference understanding the notes of the Bass Clef sta . As the group of students use the student centered technology software, Nearpod as the students are working within the di erent apps, I can see their progress as they work on the various activities to ensure that they understand the instruction and content taught. During instruction, I expect to see students actively listening as they take notes, ask questions, and working together to identify the various musical terms and notes of the Bass Clef. A perk to the Nearpod software, is that it automatically records the progression of the students. Therefore, I can go back and receive records on the students progression. While participating in the activities, I will provide the students with verbal feedback directly as they are working on the activities with positivity to reassure them and give them appropriate constructive criticism to direct them back them to the instructions which are aligned with the objective. If the objective is not met by majority, then the lesson will brought to a halt, stopped and retaught. If a single student is not at a pro cient level of mastery throughout the formative assessments, then the student will need additional instruction or need extra time to problem solve to ensure all students reach a pro cient mastery level for the standard and objective.

revise

Summative Assessment (Product): The summative assessment will consist of a quiz that will take place at the end of this lesson. This quiz will entail questions that derived from the lesson on Notes on the Bass Clef. The students will be graded, by how many of the questions that are answered correctly as each question will resemble the activities that were in the lesson. Questions on this assessment will be aligned with the objectives of this lesson. This assessment will utilize the terms, identifying the sta , notes, and pitches on the Bass Clef. The studentsâ&#x20AC;&#x2122; e ort of completing the activities and assessment will show as a testament to their ability of mastering of the objectives and state standards.

Pro cient-2

Basic -1

Advanced-3

Vocabulary

Student is

Student is able

Student is able to

Terms of

unable to

to identify,

identify, de ne,

identify,

de ne, and

write, and make

de ne, or

write

connections with

write

vocabulary

vocabulary terms

vocabulary

terms of

Bass Clef.

Bass Clef

terms of Bass Clef. Bass Clef

Student is

Student is able

Student is able to

Notes

unable to

to identify, list

identify,

identify or

and recognize

recognize, list

Recognition

recognize Bass Clef

Bass Clef

and pair

Notes.

Bass Clef Notes.

Notes. Matching the

Student is

Student is able

Student is able to

Bass Clef

unable to

to match

match

notes to the

match

lines and the

Bass Clef notes Bass Clef notes

Bass Clef

to the lines and to the lines and

notes to the

spaces of the

lines and

sta without

sta con dently.

spaces of the

help from peer

sta .

or teacher.

Demonstrate

Student is

Student is able

unable to

to demonstrate only able to

spaces of the sta .

Student is not

understanding demonstrate

demonstrate an

of knowledge

understanding

understanding of

by creating a

understanding of knowledge

knowledge by

mnemonic

of knowledge

by creating a

creating a

poem using

by creating a

mnemonic

mnemonic poem

the notes of

mnemonic

poem using the using the notes

the Bass Clef.

poem using

notes of the

of the Bass Clef.

the notes of

Bass Clef

But, is able to

the Bass Clef.

without help from peer or teacher.

showcase demonstrate more creativity above most

students.

Media Share Resources Call and Response Solfege Song 1 of 5 - from Exercises for Ear Training Call and Response Solfege Song 1 of 5 - from Exercises for Ear Training is an awesome resource for choral students to have for rehearsing notes and pitch as they identify and perform what they visualize and hear. This video series in particular features reading notes and applying the pitches to rhythm and solfege. In which choral students need exposure to reading music by using solfege and by regular musical notation. This video does an awesome job at bridging the connection between music and culture. As well as, observes VM.P2.C the second standard of demonstrating the appropriate use of scale construction, rhythm work including pulse, note, and rest values, diction, pronunciation, and vowel formation.

Bmusproject (Account Holder). (2015). Call and Response Solfege Song 1 of 5 - from Exercises for Ear. [YouTube Video]. Retrieved from September 7, 2020 https://www.youtube.com/watch?

â&#x20AC;¨

v=FngUEjwsZM0&t=5s

Total

Earpeggio is an awesome way for students to gain further exposure to music theory outside of the tradition class instruction. Earpeggio grants the opportunity for the students to sharpen their musical ear. And this app includes di erent musical exercises that every choral student needs including, rhythmic dictation, melody dictation, chord progression, scale identi cation, and many more to assist students as they grow musically. This app essentially abides with students being able to demonstrate not only to read and notate music but to also hear music simultaneously through the exercises within the app. This app is compatible with iPhone, iPad, iPod touch, and requires iOS 9.0 or later. This app is in compliance with both the rst VM.P2.A and the second VM.P2.C. standard where through the use of this app and the students will be able to demonstrate the ability to read and notate music technical accuracy through appropriate use of scale construction, rhythm work including pulse, note, and rest values, diction, pronunciation, and vowel formation. Blazing Apps Ltd. (2018). Earpeggio. [iTunes App, Cost: Free] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/earpeggio/id884775105#?platform=iphone How to Read Music - Episode 2: Reading Pitch How to Read Music - Episode 2: Reading Pitch is a apart of a series that could be of a great asset for students to have to refer to in the process of them analyzing notes, pitch, rhythm and key signatures. It is imperative for choral students to identify musical notes and terminology. This video includes an introduction includes foundational musical reading and notation. Teaching the students how to apply foundational musical reading to choral musical reading. This video aligns with both VM.P2.A and VM.P2.C standards including music in relation to other disciplines and reading and notating of music. Plus, it exposes students to the appropriate use of scale construction, rhythm work including pulse, note,

and rest values, diction, pronunciation, and vowel formation.

Earpeggio

Retrieved from September 7, 2020 https://www.youtube.com/watch?v=_sRyV1dPzsg Music First This website music rst.com has di erent sections within the source that includes the opportunity for students to practice their musical skills. Those skills comprise of music theory, music history, chorus, band, and orchestra. This website includes musical comprehensive lessons that o ers the opportunities for students and teachers connect virtually. Music First classroom entails technology that allows the students the opportunity to read, sing, research all things music, depending upon the course. This website is a great asset to music education and speci cally caters to all music standards. This video supports with both VM.P2.A and VM.P2.C standards of reading and notating of music. And, within this website students have access to the appropriate use of scale construction, rhythm work including pulse, note, and rest values, diction, pronunciation, and vowel formation. Music First. (2020). Music First Classroom. [Website]. Retrieved on September 7, 2020 from https:// www.music rst.com/online-classroom/music rst-classroom/ Music Theory This website musictheory.net comprises tools that assist beginning musician. It has a plethora of musical lessons and exercises that will nurture their progression. Within this website students are granted the opportunity to analyze, identify, calculate, and train to strengthen as a musician. As each student is allowed full access to the resources without any instruction from a teacher. This website is a huge asset to choral music students, as it focuses on ear training, sight reading and sight signing. Music Theory is in ful lment to all music education standards. This website is in compliance with both VM.P2.A and VM.P2 Vocal Music standards as students navigate through this website they will have access to content that will improve their reading and notation of music. Plus, the cover scale construction, rhythm work including pulse, note, and rest values, diction, pronunciation, and vowel formation through the various exercises. Music Theory. (2020). Music Theory. [Website]. Retrieved on September 7, 2020 from https:// www.musictheory.net VM.P2.A Demonstrate the ability to read and notate music individually and/or in ensemble settings. VM.P2.C. Demonstrate technical accuracy through appropriate use of scale construction, rhythm work including pulse, note, and rest values, diction, pronunciation, and vowel formation. Notes Teacher Notes Teacher is an app that focuses on developing a musicianâ&#x20AC;&#x2122;s reading skill. This app includes lesson/ exercises that will train students to read music more e ciently. In this app, students have the opportunity to learn how to read music form the very foundation of musical reading starting with

ffi

learning the music alphabet, to reading rhythms, melodies, then eventually a whole score of music. This

Sound y (Account Holder). (2015). How to Read Music - Episode 2: Reading Pitch. [YouTube Video].

of reading and notate music. This app is compatible with iPhone, iPad, iPod touch, and requires iOS 10.0 or later. Yannis RICHARD. (2019). Notes Teacher. [iTunes App, Cost: Free] Retrieved on September 7, 2020

from https://apps.apple.com/us/app/notes-teacher/id1126546872

app aligns with the rst standard VM.P2.A. where students will be able to demonstrate their pro ciency

Contributor: Bailey Settles Sample NearPod Lesson Through the study and performance of Quad City Stomp by Michael Sweeney, high school Wind Ensemble (grades 10-12) will be challenged with di cult technical skills. This grade 3 piece may be challenging because of the usage of counter-melodies and di cult rhythmic themes. The students will listen to recordings of the piece, record their own rehearsals for teacher, peer, and self- feedback, and review eighth and sixteenth note combinations. By usage of these methods, the students will perform a grade 3 piece with high accuracy, good intonation, blend and technical accuracy. Because this is a contemporary piece, the students may enjoy the body percussive techniques. The challenge of this piece will sharpen studentsâ&#x20AC;&#x2122; individual and ensemble-based musicianship. By applying required skills and practicing methods in the study and performance of Quad City Stomp, the students will ful ll TN Academic Standards for Fine Arts in Grade 9-12 instrumental music. HS4.IM.P2.B Demonstrate fundamental control, technical accuracy, range, and uency on the instrument, performing a varied repertoire of music, individually and in ensemble settings. For example: demonstrate correct posture, embouchure, breathing, characteristic tone, intonation, balance, and blend. Apply appropriate articulation, tempi, dynamics, style, and phrasing. Demonstrate ngerings, percussion sticking, bowing, and elements related to manual dexterity. Perform 12 major scales, a chromatic scale, and 40 standard rudiments from memory.

ffi

â&#x20AC;¨

QUAD CIT Y STOMP

ASSURE Lesson Plan Quad City Stomp (Intro and Opening Section- Measures 1-73) Name: Bailey Settles

Subject Area(s): Wind Ensemble

Grade Level: 10-12

Duration of Lesson: 90 min.

HS3.IM.R1.A Identify and justify reasons for selecting music based on characteristics found in music, context, student interest, and personal research from varied sources of materials.

The high school Wind Ensemble contains 52 students in grades 10-12. There are 27

learners

females, 24 males, and 1 non-binary student. In the high school wind ensemble, 9 students are in 10th grade, 18 students are in 11th grade, and 25 students are in 12th grade. The students are from 15-18 years old. There are 21 Black students, 20 White students, 6 Asian students, 3 Hispanic students, and 2 students with 2 or more races. The instrumentation of the Wind Ensemble is as follows: piccolo (1), ute (5), clarinet (6), oboe (3), alto saxophone (4), bass clarinet (2), bassoon (2) baritone saxophone (2), trumpet (6), french horn (3), trombone (5), tuba (2), baritone (3), and percussion (6). 100% of the class is uent in English. There are 5 ESL students (Mandarin, Spanish, Hindi are their rst languages), but all are uent and pro cient in English. 60% of the students come from middle class families, 2% come from families who are upper-class, 38% of the students come from lower class families and receive free or reduced lunch. There is one student with Aspergers who has an Individualized Education Plan. This student receives all of his music at the beginning of the year, sits at the end of his row, and wears ear plugs in class that reduce some noise of the band.

Each student was admitted into Wind Ensemble on the following criteria: pro ciency on their respective instrument, ability to play 2 or more major scales with less than 3 mistakes on each, sight-read a grade 2 exercise with less than 5 technical errors.

Prior to this lesson, the students will have heard a professional recording of the piece while they followed along in their own music, and sight-read “Quad City Stomp” once. Students have also been instructed to download the Soundcorset app and “explore” it on their own. The students will need a smartphone or laptop that can be

used in class with the Soundcorset app downloaded.

Analyze

State &

State Standard

NETS*S

HS4.IM.P2.D Develop and apply strategies to address technical and expressive

objectives

challenges in a varied repertoire of music. For example: evaluate and re ne their success using feedback from teachers, ensemble peers, professional recordings, and other sources. ISTE Standard 1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Behavioral Objective: Using the Soundcorset app and a prepared rubric, high school Wind Ensemble students will record a band rehearsal in order use the recording to create an analysis listing 3 speci c musical components, regarding note accuracy, rhythm, tone quality, and /or dynamics, that need to be individually improved upon in â&#x20AC;&#x153;Quad City Stompâ&#x20AC;? by Micheal Sweeney (measures 1-73) by comparing their recording to a professional recording. Language Objective:

Key Vocabulary forte, forzando, piano, pianissimo, out of tune, intonation, loud, soft, rhythm, tone, focused, clear, blend, balance, centered, tied notes, eighth notes, dotted notes, sixteenth notes

Academic Language Functions To create a brief analysis that identi es speci c musical components that may need to be improved, students must have an understanding of the following vocabulary. Students will express their knowledge of these terms by writing a short paragraph identifying 3 components that they feel may need improving based on a comparison of their own recording of the rehearsal to a professional one. Students are to use their own judgement and understanding of musicicality, a rubric that describes each musical component in detail, and a professional recording of the piece to write their

analysis.

Select

I will need the Soundcorset app to demonstrate how to use the app, a conductor’s

instructional

score of “Quad City Stomp”, conductor’s notes, a pencil, a computer with proper

methods,

sound equipment or a phone and speaker with an auxiliary cord or bluetooth setting

media, and

to play the recording for the class, wi , data or internet access, and 60 copies of the

materials

rubric for this lesson. The students will need their own piece of music, the Soundcorset app, a tablet or smartphone, data, wi or other internet connection, access to the YouTube recording of “Quad City Stomp” by Michael Sweeney performed by the Hal Leonard Concert

Band, a pencil, and a rubric for this lesson.

Utilize media

Media and Material Preparations

and materials

-Review recording of the piece. -Set up the speaker with an auxiliary cord or bluetooth setting. -Have the recording ready to play through my phone or computer. -Print 60 copies of the rubric.

Classroom Preparations

-Set up rows in the shape of a semicircle. -Ensure each student has their own music stand. -Have a music stand at the front of the classroom with the stack of rubrics for students to take.

-Have conductorâ&#x20AC;&#x2122;s score with notes on conductorâ&#x20AC;&#x2122;s stand.

Learner Preparations

-Instruct students to take a rubric. -Have students put their instruments together and warm-up alone. -Lead the class in a rhythm exercise and scale warm-up. -Answer questions about the app. Students should have already downloaded the app and explored it before class.

-Demonstrate how to open and use the tuner in the app. -Demonstrate how to open and use the recording feature in the app. -Demonstrate how to practice with a metronome in the app. -Play professional recording of the piece. -Review the rubric and answer questions about the rubric.

-Explain the assignment of writing an analysis on todayâ&#x20AC;&#x2122;s rehearsal.

Require learner

After instruction and demonstration of the app, students will have an opportunity to

participation

ask questions. After questions have been answered, I will instruct the students to make sure they are recording the rehearsal. We will rst play through measures 1-73 of â&#x20AC;&#x153;Quad City Stompâ&#x20AC;? at a slower tempo without stopping. Then, we will work on speci c components of the opening section. Students will have the opportunity to ask questions throughout the rehearsal time. After we have rehearsed, I will instruct students to stop and save their recording. I will reiterate the take-home assignment of reviewing the recording and listening for speci c examples of needs for

improvement.

Evaluate

Formative Assessment: Formative assessment in this lesson will take place in the form of open-ended questions and randomly asking groups of students to play a section. I will encourage the students to listen to their peers’ parts so they can hear how their own part ts in. I will also grade on the criteria that students are actively marking their music, playing their instrument when they are supposed to be, and recording the rehearsal. As an exit ticket, I will glance on students’ phones to ensure they recorded the rehearsal. For students that may not have a smartphone or tablet, I will instruct them to ask one of their classmates (preferably someone in the same section) to send them the recording by email.

I will check for understanding of key vocabulary by asking questions, and by having students demonstrate what each musical term means. I will observe the class as a whole and listen for mistakes in students’ playing. I will listen for tone quality, dynamics, note accuracy, and rhythm accuracy. When something is being played incorrectly in the music, I will stop and correct the mistake by having students play it again and explaining what should be xed. I will give students encouragement, as this will be one of the rst times students would have played this section of the music. I will o er notes of improvement, and con rm that students have a clear understanding of a musical idea. I will encourage students to practice their parts alone, and to listen to the professional recording at home. However, I will emphasize that I do not want the band to sound exactly like the recording, as it serves as a reference point.

Summative Assessment: I will assign students to go home and write a paragraph (5-8sentences) describing some improvements they can individually make in regards to note accuracy, tone quality, dynamics, and rhythm. The analysis will allow me to gauge students’ understanding of the key vocabulary terms and musical ideas. It will also allow students an opportunity to self-evaluate using a professional recording and a recording of themselves. Throughout the unit, students will have other opportunities to self-re ect so they may evaluate their own successes over time. Students will use the rubric to help shape their analysis and it will be a reference point for musical components to consider throughout the entirety of the unit. I will evaluate students’ achievement by reading what they feel they need to improve on and listening to their performance of

the piece.

Rubric for Rehearsal Analysis Needs MINOR Performance-

Improveme Needs SOME

Needs GREAT

Ready

Improvement

Note

Notes are

A few

Wrong notes

Accuracy

consistently

occasional

inaccurate notes consistently detract

accurate.

inaccurate

are played,

note is

detracting

from the performance.

played, but somewhat from does not

the overall

detract

performance.

from overall performan ce. Rhythm

The beat is

The beat is The beat is

The beat is usually

secure and the

secure and

somewhat

erratic and rhythms are

rhythms are

the

erratic. Some

seldom accurate

accurate for the rhythms

rhythms are

detracting signi cantly

style of music

are mostly

accurate.

from the overall

being played.

accurate.

Frequent or

performance.

There are a repeated few

duration errors.

duration

Rhythm

errors, but

problems

these do

occasionally

not detract detract from the from the

overall

performance.

performan

ce.

Tone is

Tone is often

The tone is often not

consistently

focused,

focused, clear

focused, clear or

focused, clear,

clear and

and centered,

centered regardless of

and centered

centered

but sometimes

the range being played,

throughout the

through

the tone is

signi cantly detracting

range of the

the normal uncontrolled in

from the overall

instrument.

playing

the normal

performance.

Tone has

range of

playing range.

professional

the

Extremes in

quality.

instrument range are . Extremes

usually

in range

uncontrolled.

sometimes Occasionally the cause tone

tone quality

to be less

detracts from

controlled.

overall

Tone

performance.

quality typically does not detract from the performan ce. Dynamics

Dynamic levels

Dynamic

Dynamic levels

Attention to dynamic

are obvious,

levels are

uctuate but

levels is not obvious.

consistent, and

typically

can be

an accurate

accurate

discerned.

interpretation

and

of the style of

consistent.

music being played.

Tone Quality

Body Percussion This video can be used as an introductory video for the unit. It is an exciting example of body percussion uses and techniques. In the piece the students will be playing, some body percussion is used. This resource can be a supplement to boost enthusiasm and musical creativity. HS3.IM.R1.A Identify and justify reasons for selecting music based on characteristics found in music, context, student interest, and personal research from varied sources or materials.

ffi

StĂŠphane Dupont/Binary Guilt Software, (2020). Complete Rhythm Trainer [Mobile App, Free]. Retrieved on September 7, 2020 from https://play.google.com/store/apps/details? id=com.binaryguilt.completerhythmtrainer&hl=en_US

Media Share Resources

This is a short video on how to count eighth and sixteenth note combinations. This is an important and recurring rhythm that is used throughout Quad City Stomp by Michael Sweeney. The video also includes examples to practice with. Although the students already know how to read music and some complex rhythms, this video will be a relevant iteration of the skill. HS4.IM.P2.B Demonstrate fundamental control, technical accuracy, range, and uency on the instrument, performing a varied repertoire of music, individually and in ensemble settings. For example: demonstrate correct posture, embouchure, breathing, characteristic tone, intonation, balance, and blend. Apply appropriate articulation, tempi, dynamics, style, and phrasing. Demonstrate ngerings, percussion sticking, bowing, and elements related to manual dexterity. Perform 12 major scales, a chromatic scale, and 40 standard rudiments from memory.

This website has the history, types and techniques for mallet percussion. Mallet percussion is used heavily in the piece the students will learn. This website is not only good for percussion students, but there are also resources for other instrumentalists as well. Because there are so many percussion parts, this website could be great for percussionists who do not normally play mallet percussion.

Eighth and Sixteenth Note Combination

Mt. Vernon, WA Band Program, (2020). Mallet Percussion Techniques [Website]. Retrieved on September 7, 2020 from http://www.mvbands.org/mallet-percussion-technique.html Soundcorset This application is excellent for music students. It has a tuner, a metronome and a recording feature. This app can be used in practice at home and in class. By incorporating the use of this app in class, the students will be able to record rehearsals for later use and practice, and tune their instruments. The metronome will allow them to practice accurately at home. This app is free and compatible with Android and Apple systems. HS4.IM.P2.D Develop and apply strategies to address technical and expressive challenges in a varied repertoire of music. For example: evaluate and re ne their success using feedback from teachers, ensemble peers, professional recordings, and other sources. HS4.IM.P2.B Demonstrate fundamental control, technical accuracy, range, and uency on the instrument, performing a varied repertoire of music, individually and in ensemble settings. For example: demonstrate correct posture, embouchure, breathing, characteristic tone, intonation, balance, and blend. Apply appropriate articulation, tempi, dynamics, style, and phrasing. Demonstrate ngerings, percussion sticking, bowing, and elements related to manual dexterity. Perform 12 major scales, a chromatic scale, and 40 standard rudiments from memory.

Soundcorset, (September 1, 2020). Soundcorset [Mobile App, Free]. Retrieved on September 7, 2020 from https://soundcorset.com/

UNIT MEDIA SHARE RESOURCES

â&#x20AC;©

372

ART Google Arts & Culture Google Arts & Culture gives teachers and students access to over 1200 museums. Students can use the loo at their own pace and explore pieces of art from the European region. At some point in our lesson, students will be asked to research artwork of their choosing and Google Arts & Culture is a great resource for them to use. They are able to search by time periods, locations, and even go into Virtual Reality. Connects to standards 7.VA.Cn2.A and 8.VA.Cn2.A for Tennessee Visual Arts. Google LLC (2014) Google Arts & Culture [iTunes App, Cost: Free] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/google-arts-culture/id1050970557 Kahoot! Play and Create Quizze Kahoot! Play and Create Quizzes is a wonderful way for students to review that lesson on European Art. Kahoot! allows the teacher to create both informative based review questions as well as polls for students to express their ideas. Students stay engaged and enjoy the competitive side of learning. In regards to this lesson, students will use Kahoot! to review, describe and analyze art. Connects to standards 7.VA.Cn2.A and 8.VA.Cn2.A for Tennessee Visual Arts Kahoot! AS (2020) Kahoot! Play & Create Quizzes [iTunes App, Cost: Free] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/kahoot-play-create-quizzes/id113120356 Metropolitan Museum of Art The Met website features key resources for middle school teachers to nd lesson plans relating to the topic they are teaching. This website is especially helpful to Tennessee Standard: Understanding Visual Arts in Relation to History and Cultures. There are several lesson plans available for art around the world. Connects to standards 7.VA.Cn2.A and 8.VA.Cn2.A for Tennessee Visual Arts. The Metropolitan Museum of Art (2020) Educators [Website] Retrieved on September 7, 2020 from https://www.metmuseum.org/learn/educators National Maritime Museum National Maritime Museum is a great resource that teachers and students can use to connect how time and place develops di erent type of artwork. The website has an audioguide feature that walks students through di erent exhibitions. This feature is exceptionally bene cial to students how are both audio and visual learners. Connects to standards 7.VA.Cn2.A and 8.VA.Cn2.A for Tennessee Visual Arts. National Maritime Museum (2020) Experience The National Maritime Museum From Home [Website] Retrieved on September 7, 2020 from https://www.hetscheepvaartmuseum.com/whats-on/ online-museum

One Minute In A Museum

Musée du Louvre (Account Holder). (2020) One Minute In A Museum [YouTube Video] Retrieved on September 7, 2020 from https://www.youtube.com/playlist?list=PLXLB812R3GOmijo_Vi512KbohOBQPiWM Rijksmuseum Walking Tour Rijksmuseum Walking Tour is a great video that allows students to go on a virtual tour of an art museum. This video will give students access to view artwork that is in a di erent part of the world. Students can view art at their own pace and pause the video for opportunities to analyze the art. Connects to standards 7.VA.Cn2.A and 8.VA.Cn2.A for Tennessee Visual Arts.

Amsterdam and More (Account Holder). (2019) Rijksmuseum Walking Tour [YouTube Video] Retrieved on September 7, 2020 from https://www.youtube.com/ watch?v=i33yhscLS2Y&feature=youtu.be

One Minute In A Museum is a series of videos produced by The Louvre. These videos are short and engaging to students. There are three characters that visit The Lourve and discuss a piece of artwork. They ask questions that the students themselves might ask if they were looking at the art. These short videos hold attention and are easy to understand. Connects to standards 7.VA.Cn2.A and 8.VA.Cn2.A for Tennessee Visual Arts.

Julie Palterman (Account Holder). (2017). 5 Finger Retell. [YouTube Video]. Retrieved on September 7, 2020 from https://www.youtube.com/watch?v=RxkY4R4bjbk Epic! Epic is the leading digital library for kids, where kids can explore their interests and learn with instant, unlimited access to 40,000 high-quality books, audiobooks, learning videos, and quizzes for kids 12 and under. With this resource, students can see and listen to stories in a di erent way than the traditional class read-aloud. This can be used in unison with a classroom read-aloud students will need to hear a story more than once to retell it, so this website gives educators a fun free way to engage students. This website covers the common core standard (CCSS.ELA LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson). Epic. (2013). Epic [Website]. Retrieved on September 7, 2020 from https://www.getepic.com/? utm_channel=search&gclid=EAIaIQobChMIpe_I4czX6wIVbf_jBx36LwNpEAAYASAAEgJb4PD_BwE Figurative Language Figurative Language is a great video to help students understand the di erent kinds of gurative

language. The video describes the ve basic kinds of gurative language in-dept while also giving detailed

ENGLISH L ANGUAGE ARTS

gurative language. Mometrix Academy. (Account Holder). (2018). Figurative Language. [YouTube Video]. Retrieved September 7, 2020 from https://www.youtube.com/ watch?v=6buf0If0zI0 11-12.L.VAU.5 …interpret gures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations. Figurative Language Quizizz is a website that, much like Softschools, allows the students to self-assess their knowledge of gurative language. The webpage is comprised of 20 multiple-choice questions designed to test the students on various gurative language questions. Quizizz, just like the name suggests, enables students to take quizzes, as well as do independent practice on whatever they need extra practice with. Quizziz.com. (2020). Figurative Language. [Website] Retrieved September 7, 2020 from https:// quizizz.com/admin/quiz/5812d57809211b782cca9728/ gurative-language 11-12.L.VAU.5 Demonstrate understanding of gurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret gures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations. Figurative Language in Movies This is a great resource for teachers to use to help explain the di erence between literal and non literal/ gurative language. This a great for students because they really explain the dissimilarities between the two words. This video gives the de nition of both literal and gurative language and gives tons of examples to show the di erences. This video provided is one of the best on YouTube because it is very well explained and any 3rd grade student would be able to comprehend. This video Literal versus Figurative Language is for specially 3rd graders but it can be used in upper elementary also.This is a great review video to use especially after just learning about these types of languages to help them retain the

information.

examples. This video is valuable to students because it provides them with a basic introduction to

distinguishing literal from non-literal language.

Alexander, Lisa. (November 20, 2013). Figurative Language in Movies. [YouTube Video]. Retrieved from September 6, 2020, from

https://www.youtube.com/watch?v=vMSLgxj2dxk

Figurative Language Lite Figurative Language Lite is a great app for students just beginning to learn all aspects of non-literal language and how it is di erent from literal language. This app will helps to comprehend and identify non literal language in reading. There is two modes which all for students to either practice or play the game. Practice modes gives students sentences to read and select correct answers. The game mode allow students to play games like bingo that will help them to gain knowledge of the concept. There are levels in this game and every time you pass a level it gets harder and o ers a wide selection of vocabulary words. This app is compatible with iphone, ipad, and ipod and requires iOS 9.3 or later. This is a great app to use especially after just learning about these types of languages to help them retain the information. CCSS. ELA. Grade 3. RS 4.) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. E Skills Learning, LLC. (2017). Figurative Language Lite. [iTunes app, Cost: $3.99]. Retrieved on September 6, 2020, from https://apps.apple.com/us/app/ gurat ive-language-lite/id501656964 Figurative and Literal Language Review Game This http://www.superteachertools.us/jeopardyx/ website titled Figurative and Literal Language Review Game o ers a jeopardy review game about gurative and literal language. This is a great game for teachers to use to play in class to review non literal and literal language. Breaking the class into two teams and putting them against each other to see who wins the game makes the game interesting because

the students on both teams are going to want to win the game to get the prize at the end. The website

CCSS. ELA. Grade 3. RS 4.) Determine the meaning of words and phrases as they are used in a text,

these types of languages to help them retain the information. CCSS. ELA. Grade 3. RS 4.) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. N. (n.d.). Figurative and Literal Language Review Game. Retrieved September 07, 2020, from http://www.superteachertools.us/jeopardyx/jeopardy-review-gam e.php?game le=447509 Figurative vs. Literal Language Quiz This https://quizizz.com/admin/quiz/ website titled Figurative vs Literal Language Quiz o ers a quiz going over literal and non literal language words and phrases. This is a great quiz for teachers to use to review and assess how much the students learned about this topic. Breaking the class into teams of two or three and putting them against each other to see which teams get the most questions right makes the quiz more interesting because they are going to actually try to win to get the prize at then end. This is a great review website to use especially after just learning about these types of languages to help them retain the information. CCSS. ELA. Grade 3. RS 4) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. Mirabile, M. (2018). Figurative vs. Literal Language - Quiz. Retrieved September 07, 2020, from https://quizizz.com/admin/quiz/5c7d651625e73f001b75 fb38/ gurati ve-vs-literal-language Google Classroom Google Classroomis a great way for the teacher and students to interact virtually together at the same time. When using Google Classroom, a teacher will be able to post llable worksheets, videos, and activities that can be done as a class or independently. In reference to our unit, Google Classroom will be used as the foundation of our opinion writing unit. Steps to the writing process will be accessible to students, all activities and writing references will be posted, along with any links necessary for students to succeed in this unit. Google Classroom is another resource teachers use to elevate the engagement of their students. Rochelle, Jonathan. (August 12, 2014). Google Classroom. [iTunes App and Google Play App, Cost: Free] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/google-classroom/id924620788 W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

2.W.TTP.1 Write opinion pieces on topics or texts.

compliments the core standard. This is a great review website to use especially after just learning about

Grammar Express: Figures of Speech is an excellent app for students that are learning the di erence between di erent kinds of gures of speech and how to properly identify them. The app contains 58 pages of lessons explaining each gure of speech based on resemblance, contrast, or di erence, association, imagination, indirectness of speech and sound along with examples. This app gives students a chance to improve their knowledge of gurative language by providing tests and quizzes speci cally designed to assess the studentâ&#x20AC;&#x2122;s knowledge of the subject. This app is iOS compatible and requires iOS 8.0 or later. Webrich Software Limited. (2017). Grammar Express: Figures of Speech [iTunes App, Cost: 1.99] Retrieved September 7, 2020 from https://apps.apple.com/us/app/grammar-express- gures-of-speech/ id358133511 11-12.L.VAU.5 Demonstrate understanding of gurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret gures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations. Grammar: Figurative Language Quiz SoftSchools.com is a website that allows students to practice their grammar online whether theyâ&#x20AC;&#x2122;re in the classroom or not. This speci c webpage, Grammar: Figurative Language Quiz, is designed to allow students to self-assess in order to see what they know when it comes to gurative language. The page consists of a multiple-choice quiz where the students are given a gure of speech and they must choose the correct multiple-choice answer. Softschools.com. (2020). Grammar: Figurative Language Quiz. [Website] Retrieved September 7, 2020 from https://www.softschools.com/quizzes/grammar/ gurative_language/quiz3369.html 11-12.L.VAU.5 Demonstrate understanding of gurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret gures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations. How To Retell a Story For Kids How To Retell a Story For Kids is a great resource for teaching students how to retell stories. The short video explains how to retell a story by telling the characters, setting, and major events from beginning to end. The narrator in the video retells the story of Goldilocks and the Three Bears while using by using all the necessary components of story retelling. This video is geared toward lower elementary students it is a great way to continue the concept of retelling stories in the classroom. This video covers the common core standard (CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson).

Teaching Without Frill. (Account Holder). (2016). How To Retell a Story For Kids. [YouTube Video]. Retrieved on September 7, 2020 from https://www.youtube.com/watch? time_continue=1&v=w33-m8-geuM&feature=emb_logo

Grammar Express: Figures of Speech

Imagistory: Schools Edition - A Storytelling App is a great way for students to retell stories at all reading levels. This app allows students the ability to retell stories in a creative fun way in addition to traditionally writing or speaking when retelling stories. Is also allows students to explore the main elements of the story by having kids review the illustrations rst then map out their story highlighting the beginning, middle, and end, as well as the characters, problems, resolutions, and other important points in a story arc. Imagistory is suitable for use in lower elementary classrooms. This app is compatible with iPad Requires iOS 9.0 or later. This mobile app covers the common core standard (CCSS.ELA LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson). Imagistory Publishing Limited. (2014). Imagistory Publishing Limited. [iTunes App, Cost: $3.99] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/imagistory-schools-edition-astorytelling-app/id922697169 Kahoot Kahoot is a game based learning platform that helps students review topics or concepts they are learning. In this case, I will be creating questions and prompts that will encourage students to use their prior and new knowledge of opinions to answer them correctly. For example, I will provide an opinion and the question will say “pick the best reason to support the opinion listed”. Students will then choose which reason best pairs with the opinion. Kahoot is a great resource because I can create questions and prompts that are best for my students. Versivik, M., Brand, J., Brooker, J. (2013). Kahoot!. [iTunes App and Google Play App, Cost: Free] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/kahoot-play-create-quizzes/ id1131203560.

Linking Words and Phrases

Imagistory: Schools Edition – A Storytelling App

practice using linking words and phrases in sentences and paragraphs. The website o ers various games and test modes that will assess a student's ability to adequately use linking words. This website is compliant with the Common Core Standard W.2.1 (write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section). Students will learn about linking words and how they are used to connect opinions with evidence. Students will enjoy using this website through interactive activities. Learning Farm. (2020). Linking Words and Phrases [Website]. Retrieved on September 7, 2020 from https://www.learningfarm.com/web/practicePassThrough.cfm?TopicID=2564 W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Literal versus Figurative Language This is another great resource for teachers to use to go into a deeper meaning of non-literal/ gurative language is used. This YouTube video is really great because it shows children gurative language and gives them the chance to try to gure out the gurative language. This video shows gurative language in childrenâ&#x20AC;&#x2122;s movies that children in a teachers class may have seen at home. They may not have gotten the reference while watching the movie but as they learn about gurative language in class going back watching this video will help children to understand those parts of the movies. While Figurative Language in Movies is more for third graders learning gurative language it can be used in fourth and fth grade classes as well. This is a great review video to use especially after just learning about these types of languages to help them retain the information. CCSS. ELA. Grade 3. RS 4.)Â Determine the meaning of words and phrases as they are used in a text,

distinguishing literal from non-literal language.

The learningfarm.com website titled â&#x20AC;&#x153;Linking Words and Phrases'' o ers students the opportunity to

Retrieved from September 6, 2020, from https://youtu.be/REo6UMFGZbk Metaphor, Simile, Personi cation, Hyperbole | Figurative Language Lesson Metaphor, Simile, Personi cation, Hyperbole | Figurative Language Lesson is a great resource for older students looking to get an introductory guide to the world of gurative language. The video gives basic examples of gurative language while also remaining relatable and fun for the students. This video is valuable to the students because it allows them to get an idea of what gurative language is, and what it is used for without overwhelming them with too many di erent types of gurative language. Mineola Creative Content. (Account Holder). (2019). Metaphor, Simile, Personi cation, Hyperbole | Figurative Language Lesson. [YouTube Video]. Retrieved September 7, 2020 from https:// www.youtube.com/watch?v=NegoYIuXoEA

11-12.L.VAU.5 Demonstrate understanding of gurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret gures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations. News-O-Matic: Reading for Kids News-O-Matic: Reading for KidsÂ is a great app for students learning about literal languages and learning literal words and phrases. The articles can be read aloud or the children can read them on their own. It covers a ranges of subjects an o ers di erent reading levels, By reading this literal language is getting the

point across in each article because each of them is based o non ction stories. This app will provide not

English with Wendy. (April 8, 2020). Literal versus Figurative Language. [YouTube Video].

day. This app is compatible with iphone, ipod, and ipad and requires iOS 11.0 and watchOS 3.2 or later. This game was made for ages 9-11 so it maybe a little harder since most 3rdÂ graders are 8 but its a push and will be a challenge for them.This is a great app to use especially after just learning about these types of languages to help them retain the information. CCSS. ELA. Grade 3. RS 4.) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. Press4Kids, Inc.(2012). News-O-Matic: Reading for Kids. [iTunes app, Cost: free with in app purchases]. Retrieved on September 6, 2020, from https://apps.apple.com/ us/app/news-o-maticreading-for-kids/id578023255 Opinion Writing for Kids |Episode 1| What is it? Opinion Writing for Kids: Episode 1 is a great video to help introduce opinion writing. The video begins by providing a de nition of what an opinion is along with two examples. Additionally, the narrator of the video provides examples of opinion sentence starters for the audience. This is helpful to students because it provides them with a foundation of how to write or say their opinion. This is also an interactive video; it allows students to assess their comprehension of an opinion by having them choose which sentence is opinion and which is not. Teaching Without Frills. (November 7, 2016). Opinion Writing for Kids |Episode 1| What is it?. [YouTube video]. Retrieved on September 7, 2020 from https://youtu.be/KEK2oGBSsHk W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Opinion Writing for Kids |Episode 5| Writing a Draft: Reasons & Examples Episode 5 of Opinion Writing for Kids focuses on explaining and supporting your opinion. This video is great for second graders because it breaks down how to explain why you believe in something and how to support your belief. The videos provide four detailed examples of four opinions being explained and supported. While the video may be a little more complex for second graders it can easily be modi ed to t their assignments. Teaching Without Frills. (November 27, 2016). Opinion Writing for Kids |Episode 5| Reasons & Examples. [YouTube video]. Retrieved on September 7, 2020 from https://youtu.be/X1e8Zg-fYgE W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect

opinion and reasons, and provide a concluding statement or section.

only reading but illustrations and comprehension quizzes that can useful as a homework assignment for a

Storyline Online is a Daytime Emmy®-nominated and award-winning children’s literacy website, streams videos featuring celebrated actors reading children’s books alongside creatively produced illustrations. This resource is a great resource for educators to use to engage students in storytelling. It allows students to hear text from new and familiar faces. Each book includes supplemental curriculum developed by a credentialed elementary educator, aiming to strengthen comprehension and verbal and written skills for English-language learners. Reading aloud to children has been shown to improve reading, writing and communication skills, logical thinking and concentration, and general academic aptitude, as well as inspire a lifelong love of reading. This website covers the common core standard (CCSS.ELA LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson). Storyline Online. (2002). Storyline Online [Website]. Retrieved on September 7, 2020 https:// www.storylineonline.net/ Toontastic 3D Toontastic is a great to used when teaching story elements and plot. Using Toontastic to reinforce ones teaching and help students get excited about creating their own animated stories using the app. This app will allow students tell retell stories in a fun and creative way. This mobile app covers the common core standard (CCSS.ELA LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson). Toontastic 3D. (2017). Fruit Ninja [ Google Play App, Cost: Free] Retrieved on September 7, 2020 from https://play.google.com/store/apps/details?id=com.google.toontastic Transition Words Fill in the Blank The education.com website provides numerous games and worksheets that will help students with their writing and reading skills. The game “Transition Words Fill in the Blank” will have students building sentences by providing them with a sentence fragment and then students will choose the transition word that best ts in the sentence. This game is a helpful resource to students because it provides extra practice on using linking and transition words. Students will be able to read aloud all sentence fragments and work independently or with a partner to play the game. The game is designed to get to the students familiar with these di erent linking and transitions words, which will improve their writing skills. Education.com. (2020). Transition Words Fill-in-the-Blank [Website]. Retrieved on September 7, 2020 from https://www.education.com/game/transition-words-game/ W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect

opinion and reasons, and provide a concluding statement or section.

Storyline Online

C AREER TEC HNIC AL EDUC ATION - PERSONAL FINANCE Budgeting for Teens Budgeting for Teens serves as a great introduction to budgeting. This short video lays out the basic reasoning behind budgeting. This video should be used as an introduction to budgeting concepts and to help explain the importance of money management. This introduction helps build the foundation for personal nance and meets the personal nance standards number 1) De ne the concept of personal nance. Consider how personal nance concepts t into key life events or stages and explain the importance of personal nancial planning using information sources such as instructional materials, news articles, blogs from reputable sources, personal narratives, and industry publications and 8) Using money management tools such as online computer-based budgeting tools or hardcopy forms, create a personal balance sheet, determine assets and liabilities, and calculate net worth for an identi ed career. Finance Education. (Account Holder). (2020). Budgeting for Teens. [YouTube Video]. Retrieved on September 7, 2020 from https://youtu.be/sNocjsSSRkE

Discover.com Discover.com has several budgeting related articles. The cited article below would serve as a reading assignment leading into the budgeting unit. This article incorporates the human element of budgeting by discussing self-awareness and a rewards system. This article will be a useful resource to students to look back on as they apply these concepts to their lives. This resource helps meet the personal nance standards number 1) De ne the concept of personal nance. Consider how personal nance concepts t into key life events or stages and explain the importance of personal nancial planning using information sources such as instructional

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materials, news articles, blogs from reputable sources, personal narratives, and industry publications and 8) Using

sheet, determine assets and liabilities, and calculate net worth for an identi ed career. Discover. (2020) How to Create a Budget (and 5 Budgeting Basics You Can’t Miss) [Website]. Retrieved on September 7, 2020 from https://www.discover.com/online-banking/banking-topics/5-budgetingbasics/ The Every Dollar The Every Dollar app is a well formatted budgeting app. Students can expect other budgeting apps to function similarly to the Every Dollar app. This app can import bank account data which will be useful to those students working part time. This app can assist in meeting the personal nance standard number 8) Using money management tools such as online computer-based budgeting tools or hardcopy forms, create a personal balance sheet, determine assets and liabilities, and calculate net worth for an identi ed career. Ramsey Solutions. (2020) Every Dollar. [ITunes App, Cost: Free] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/everydollar-budgeting-app/id942571931 Managing Your Money Managing Your Money using the 50-30-20 Rule is a great resource for nance teachers. This video details one of the money management systems known as the 50-30-20 rule. The simplicity of this method makes it valuable to students as a beginning budgeting method and helps meet the personal nance standard number 8) Using money management tools such as online computer-based budgeting tools or hardcopy forms, create a personal balance sheet, determine assets and liabilities, and calculate net worth for an identi ed career.

Practical Wisdom – Interesting Ideas. (Account Holder). (2020). Managing Your Money Using the 50-30-20 Rule. [YouTube Video]. Retrieved on September 7, 2020 from https://youtu.be/sgCc1DhdsUc Microsoft Excel Microsoft Excel is an excellent way for students to practice formatting their own personal budgets and creating personal balance sheets. This app can be used on a computer or smartphone/tablet. The students

can select to use budgeting templates through the app or can create their own spreadsheet from scratch.

money management tools such as online computer-based budgeting tools or hardcopy forms, create a personal balance

This will may be the students rst experience working with spreadsheets. This app can assist in meeting the personal nance standard number 8) Using money management tools such as online computer-based budgeting tools or hardcopy forms, create a personal balance sheet, determine assets and liabilities, and calculate net worth for an identi ed career. Microsoft Corporation. (2020) Microsoft Excel. [ITunes App, Cost: Free with Microsoft 365 subscription] Retrieved on September 7, 2020 from https://apps.apple.com/fm/app/microsoft-excel/id586683407 MoneyManagement.org MoneyManagement.org also has many articles related to personal nance. The article cited below is a quick reference point in creating a personal balance sheet. This would serve as a good reading assignment before the unit begins. This may be the rst time a student is exposed to the concept of a balance sheet, and this article does a good job in laying out the basics. This will help meet personal nance standards 1) De ne the concept of personal nance. Consider how personal nance concepts t into key life events or stages and explain the importance of personal nancial planning using information sources such as instructional materials, news articles, blogs from reputable sources, personal narratives, and industry publications and 8) Using money management tools such as online computer-based budgeting tools or hardcopy forms, create a personal balance sheet, determine assets and liabilities, and calculate net worth for an identi ed career. Money Management International. (2020) How to Create a Personal Balance Sheet and Determine Your Net Worth [Website]. Retrieved on September 7, 2020 from https://www.moneymanagement.org/credit-

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counseling/resources/how-to-create-a-personal-balance-sheet-and-determine-your-net-worth

ABCya! Games ABCya! Games is a mobile app that has many di erent games based on grade-level, subject, and content. The speci c games on the app that connect well with the lesson on comparing groups of items are Number Values, Jr., Comparing Number Values and Fizz Bugs-Counting, Sorting, and Comparing, Math Man Jr., and Molly’s More or Less Quest. This would allow for the students to practice their understanding of using the new symbols they are learning, as well as being able to look at items and determine which group has more and which group has less, or if the groups have the exact same amounts. I also like the fact that ABCya o ers several di erent games that connect with the standard, therefore students will be able to choose the one they connect with the most; for example Jr.’s Racecar or Molly the Unicorn. These games will compliment my lesson on standard, TN State Standard: K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. ABCya.com LLC. (2019) ABCya! Games [Cost: Free, Premium Upgrade Available]. Retrieved from Google Play Store on September 2, 2020 from https://www.abcya.com/games/ comparing_number_values_jr Adding and Subtracting Adding and Subtracting is a great video to help introduce representing addition and subtraction number sentences. The video starts by de ning each of the symbols. The narrator then goes on to tell a number story about frogs. The narrator creates di erent number sentences and gives the audience an opportunity to solve them. This is helpful for students because it gives them visuals of representations on how to properly solve di erent equations. This video is also interactive. It allows students to gure out the answers to each scenario given by the narrator. K.OA.A.1 Represent addition and subtraction with objects, ngers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. Adding and Subtracting (song for kids about addition/subtracting). (2015, June 28). [Video].

YouTube. https://youtu.be?NHI0ePgwlgU

MATH

This video from Boddie Learning is another great resource. The video is not too long which bodes well for 1st graders attention span. The diction in the video is great and not robotic so it keeps the students engaged.

Boddie Learning (Account Holder). (2019) Addition and Subtraction within 20 – 1st Grade Math (1.OA.1). [YouTube Video] Retrieved on September 6, 2020 from https://www.youtube.com/watch? v=zJyT6MIlkAw 1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. Addition Subtraction under 20 – 1st Grade Math Video for Kids This video from Math & Learning videos 4 Kids is a great resource. It uses manipulatives and they use visually pleasing colors. It uses real life word problems that the students could relate to. This makes learning more engaging and e cient. Math & Learning Videos 4 Kids. (Account Holder). (2017) Addition Subtraction under 20 – 1st Grade Math Video for Kids. [YouTube Video] Retrieved on September 6, 2020 from https:// www.youtube.com/watch?v=FDP0mbsVX9A 1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings,

ffi

and equations with a symbol for the unknown number to represent the problem.

Addition and Subtraction within 20 – 1st Grade Math (1.OA.1)

Basic Subtraction for Kids is a good introductory level video for students who are just learning on how to represent subtracting numbers within 10. The video is perfect for younger children beginning to learn about subtraction and each of its components. The video begins by the narrator de ning subtraction and telling a story about a man and his hats. The video provides multiple visuals of “taking away” a number of hats from another number of hats. K.OA.A.1 Represent addition and subtraction with objects, ngers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. Pop, H., 2017. Basic Subtraction For Kids | Kindergarten And First Grade Math Lesson. [Video] Youtube.com. https://www.youtube.com/watch?v=ug0gs8kLE48&t=80s> [Accessed 20 November 2020]

Brainpop

Brainpop.com is a great source for educators in all subjects, but I feel the games and videos o ered on their website relating to inequalities for kindergarten students will be useful when teaching a lesson on

Basic Subtraction for Kids

BrainPOP. (2020). Inequalities. [brainpop.com]. Retrieved on September 2, 2020 from https://www.brainpop.com/math/algebra/inequalities/. Education.com The Education.com website titled More, Less, or Equal: Comparing Quantities, will be a helpful website when teaching a lesson on comparing to kindergarten students. The learning objectives listed align perfectly with the standards and outcomes that I am looking to teach and relay to the class. There are several di erent worksheets and games that the website shares that I feel would keep students engaged and excited about the new concept. There are also links to online videos and games on the site, as well. The focus of the page is to help students compare objects in two di erent groups and use the speci c academic language, “greater than, less than, and equal to” when comparing. This website compliments the core standard: TN State Standard: K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group that I will be teaching. Education.com. (2015). More, Less, or Equal: Comparing Quantities. [education.com]. Retrieved on September 2, 2020 from https://www.education.com/lesson-plan/more- less-or-equal/. First Grade Learning Games This resource is a great resource for all types of learners also. It helps the students learn without realizing they are learning. There are various games they could play for hours learning and having fun. There are in-app purchases but there are a lot of free games to play. RosiMosi LLC. (2012) First Grade Learning Games (Version 5.0) [Mobile application software] Retrieved from http://itunes.apple.com 1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. First Math Fractions Games Online Math Games with Fractions Test - How to multiply Fractions and Fractions Addition Worksheets are a great way for early learners in fractions to get extra practice on understanding fractions. Instructions on how to write out fractions, the correct format. Visuals along with audio of how to solve the fractions

using step by step directions.

comparing groups of items. I have seen Brainpop used in my kindergarten class, so I know they are already familiar with the Moby videos that are presented on the site. The page on inequalities has many resources, such as connecting to standards, lesson ideas, videos, academic vocabulary, and even help in creating assessments. This site explains how more and less can also be compared using the words/ phrases, “greater than, less than, and equal to”, as well as does a nice job of introducing the signs to young students. This website compliments the core standard: TN State Standard: K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.

subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or di erence of fractions with like denominators. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number or a fraction by a fraction. Developer: pimporn rungratikunthorn (2019) App4smartkids. {Apple app, Cost:Free} https:// apps.apple.com/us/app/math-in-fractions-games-online/id1198381158 Fractions Drills Fractions Drills - gives fractional equations in order for the student to practice solving fractions. If the equations is answered incorrectly, it will beep and show incorrect. You have the option to give up and it will show the answer and go to the next question. These are drills, so it just keeps going to di erent equations for you to practice. This app compliments the core standard (i.e.,5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or di erence of fractions with like denominators. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number or a fraction by a fraction. Jockusch, William (2010) Fractions Drills {Apple app, Cost:Free} https://apps.apple.com/us/app/ fraction-drills-free/id402312483 Fractions for Kids | Math Learning Video Fractions for Kids is a great introduction to what a fraction is the numerator and the denominator. It has visual aids to show what the di erent parts of the fraction looks like and it explains through models of what the numerator and denominator look like. This video is great for those that have not yet mastered the set up of a fraction and the understanding of what makes up the numerator and the denominator. It gives the de nition of each part. This video compliments the core standard (i.e.,5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or di erence of fractions with like denominators. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number or a fraction by a fraction. homeschoolpop.com . (2018) Fractions for Kids|Math Learning Video {YouTube Video}. Retrieved from Feb. 12, 2018 https:/youtu.be/p33BYf1NDAE Fraction worksheets, Games, Activities for Math This education.com website titled â&#x20AC;&#x153;Start the school year o right!â&#x20AC;? O ers math practice for k-5 grade.

O ers printable worksheets, online games, guided lessons, lesson plans and more. This website

This app is compatible with iphone and iPad and compliments the core standard (i.e.,5.NF.A.1 Add and

(including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or di erence of fractions with like denominators. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number or a fraction by a fraction.) Students will not only learn more about addition and subtraction, and multiply and dividing of fractions they will also, through interactive games, build their skills for calculating fractions. Teachers will like how the websites attracts and keeps the students interest. Fifth Grade fractions Worksheets and Printables for Kids. (2020) Worksheets, Printables and games for kids. {Website}. Retrieved on September 6, 2020 from https://www.education.com/ Hollabaloo by Blazer Fresh from GoNoodle GoNoodle is a great resource for videos, songs, and dances to use in the classroom. This video from Hollabaloo is a catchy, upbeat song that uses hand gestures to relate to greater than, less than, and equal to academic signs. I will be introducing the new signs to the students and I feel by showing this video and allowing the kids to get up and move, while connecting hand motions to the new signs is a great way to get students ready to learn, as well as connecting the new information in their brains. This will make it easier for them to grasp the concept and almost “freeze” the ideas inside their brains. This video connects with the standard being taught, which is TN State Standard: K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Blazer Fresh. (2019). Hollabaloo: Greater Than, Less Than, Equal To. [GoNoodle.com video]. Retrieved from GoNoodle on September 2, 2020 from https:// family.gonoodle.com/activities/hollabaloo-greater-than-less-than-equal-to IXL – Math, English, & More This resource is excellent for all types of learners. There are in-app purchases, but a lot of the free options

can be of great assistance. Some schools even have subscriptions and it is free to the students.

compliments the core standard (i.e.,5.NF.A.1 Add and subtract fractions with unlike denominators

itunes.apple.com 1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. Jack Hartmann: Mr. Alligator Can Chomp Jack Hartmann’s Mr. Alligator Can Chomp would be a great addition to the lesson on comparing items in groups and determining which group is greater/less than, because Mr. Jack’s videos are used often in this kindergarten class, and the students love him. I think by using this video to introduce comparing numbers to determine which is more and which is less, this will be a great way for them to connect back to when I introduce the three signs we will be using (<, >, =). This video also uses an alligator puppet to show that he “chomps” the bigger number when he is in between two numbers. The video also connects the alligator’s mouth to an equal sign if the numbers are the same. Therefore, this source will compliment the lesson and will connect well to the standard I will be teaching, TN State Standard: K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.

Jack Hartman Kids Music Channel. (2017). Mr. Alligator Can Chomp. [YouTube video]. Retrieved from YouTube from https://youtu.be/xGvrG6049wE Keep Kids Engaged in Learning Activities The students will use the games to actively use in the classroom. The students can use centers and di erent stations to complete a multitude of ideas in the class. However, the students will be able to obtain and review the same information in di erent ways. It can also allow the students to review their freedom of choice in the class, to better assist them in a variety of ways, in which they choose, the best understanding of multiplication and division. Through these activities, I can gauge my lessons and how to deviate or incorporate these understandings and concepts when moving forward in mathematics. This will allow students to view the relationship between multiplication and division properties, while having

unknown factors. (3.OA.C.6)

IXL Learning. (2020) IXL (Version 6.0.1) [Mobile application software] Retrieved from http://

Retrieved August 27, 2020, from https://www.weareteachers.com/third-grade-math-games/ Khan Academy, Unit: Addition and Subtraction Within 20 The website khanacademy.org titled “Khan Academy” o ers a lot of resources to help add and subtract within 20. There are sections where you can do word problems where you add and subtract within 20. This compliments my standard perfectly, my standard is Core Mathematics: Operations and Algebraic Thinking, Standard 1 Solve word problems adding and subtracting within 20 to solve word problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. This website contains areas where you can practice these things. Khan Academy (2008) Unit: Addition and Subtraction Within 20. [Website]. Retrieved on September 6, 2020 from https://www.khanacademy.org/math/early-math/cc-early-math-add-sub-20 1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. Learning Division 2-3 grade Let’s get familiar with division. In this video, students will have the opportunity to look at division from di erent ways to write number sentences, vocabulary, and how to break down a multiplication problem.

This also will help achieve the standard completion of (3.OA.A3).

Staake, J. (2019, December 23). 21 Third Grade Math Games To Keep Kids Engaged in Learning.

Math Video. Retrieved from https://www.youtube.com/watch?v=gjqxhtjyfC4 Learning Fractions - A visual Approach to Learning Fractions This visualfractions.com website titled â&#x20AC;&#x153;Learn Fractions with Visual Modelsâ&#x20AC;? o ers visual fractions using models such as worksheets, games and fun activities to teach students how to work and understand fractions. This website compliments the core standard (i.e.,5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or di erence of fractions with like denominators. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number or a fraction by a fraction.) This site is helpful for students who learn through visual aids. They will have hands on experience with visual models to aid in solving fractional equations more e ectively. Teachers will like how the websites engages the student to be more interactive. Visual Fractions. (2020). Learn Fractions with Visual Models {Website}. Retrieved on September 6, 2020 from http://visualfractions.com/learning-fractions Learning Multiplication This informative video is very detailed. It allows the students to see multiplication explained. Not only is it explained, but it also provides students basic strategies to understand how to multiply, or understand multiplication through visualization. It also will allow students to visually see the concepts of the

vocabulary for this lesson and help with lessons for standard (3.OA.A.3).

Math & Learning Videos 4 Kids. (2015, September 24). Learn Division for Kids - 2nd and 3rd Grade

Strategies - Mr. Pearson Teaches 3rd Grade. Retrieved from https://www.youtube.com/watch? v=vczu9agvF4g Math BRIX Math BRIX is an adaptive learning platform that is available to teachers or students that has games that connect to Common Core Standards. This platform can be purchased and the interactive games can be displayed on a SmartBoard inside the classroom. I feel that the Comparison Games on the platform will be a great tool to help students strengthen their comprehension of di erent amounts in di erent groups, as well as practice of using the signs and symbols. This platform and the games within will connect well with the standard of the lesson, TN State Standard: K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Math Brix. (2018). Comparison Games (Greater Than, Less Than, Equal). [Price: $16.00 per year, 6 month free trial]. Retrieved on September 2, 2020 from https://www.mathbrix.com/skills/comparison Math Cards App Math Cards App: Masato Takagi. (2015). (Big Math Flash Cards). [Cost: FREE] Retrieved from Apple App Store on September 7, 2020 from https://apps.apple.com/us/app/big-math- ash-cards/ id929492658 This application provides math ashcards for each math operation. This will provide students with easy access to multiplication ash card. Using this app aligns with the curriculum standard because it gives students the opportunity to practice interpreting products of whole numbers they are given while increasing the students’ uency with multiplication equations. 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Math Playground The students will be able to actively play games that will engage their memory. They will have opportunities to see how the relationship between di erent numbers become fact families in multiplication and division, as they were in addition and subtraction. This activity will help students uently multiply and divide numbers up to 100, which is a standard that will be taught later to the students (3.OA.C.7). Math Playground, LLC (2020). Penguin Jump Multiplication. Retrieved August 27, 2020, from https://www.mathplayground.com/

Monster Math

Mr. Pearson Teaches 3rd Grade. (2015, July 21). Learning to Multiply using Multiplication

[Cost: Free] Retrieved from Apple App Store on September 7, 2020 from https://apps.aple.com/us/app/ monster-math-kids-fun-games/id931943412 This application is a game about monsters that includes math facts. While playing the game, students will answer multiplication problems to level up. Exposure to this app will give students the consistency they will need to master multiplication while still appealing to their wants of fun and excitement. Using this app aligns with the curriculum standard because it gives students the opportunity to practice interpreting products of whole numbers they are given. When the students nd the correct products of the multiplication problem, they will help di erent monsters complete a task. If the answer is wrong, the monsters can’t continue the task, meaning they will not level up. 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Montessori Add & Subtract Montessori Add & Subtract is a mobile phone app that focuses on children understanding math operations. This app would allow students to create their own equations using addition or subtraction. Also, the app provides visuals to represent each number quantity of the number sentence. The electronic voice repeats the number sentence back out loud to the audience. This is a great app for beginner learners understanding the basics of addition and subtraction. The app is speci cally designed for children between the ages of 3 and 8. K.OA.A.1 Represent addition and subtraction with objects, ngers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. Dang, V. (2017, April 20). Montessori: Add & Subtract +/-. [iTunes App, Cost: Free] Retrieved November 20, 2020, from https://apps.apple.com/us/app/montessori-add-subtract/id1134884131 Multiplication Mash Up Multiplication Mash Up Video: McCarthy Math Academy. (2016, July 7). Multiplication Mash Up A Fun Way to Learn Your Multiplication Facts! [Video le]. Retrieved September 07, 2020, from https:// www.youtube.com/watch?v=EgjCLhoI9Mk This is a 7-minute video of math facts. This video helps students uently sing their math facts. There is a

speci c song for each number factor starting with 0, ending with 12. The video aligns with the

Monster Math: Makkajai Edu Tech Private Limited. (2020). (Monster Math: Kids Fun Games).

and engaging way to master seeing and saying the products of the given multiplication problem. 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Nearpod Nearpod is an online tool/app that makes every teacher’s lesson more interactive. Teachers are able to present, add videos and assessments, all while using one PowerPoint. Pertaining to our unit, I will use nearpod for teaching and introducing the students on the academic language regarding addition and subtract. I can also show the students various video examples on “taking away” and “putting together” objects. At the end of the lesson, I can present a mini exit ticket that will grade the students’ answers after submitting their work. K.OA.A.1 Represent addition and subtraction with objects, ngers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. Nearpod. (2012, May 09). Nearpod. [iTunes App, Cost: Free] Retrieved November 20, 2020, from https://apps.apple.com/us/app/nearpod/id523540409 Photo Math Through this application students will be able to have access to helpful descriptions on how to complete mathematical equations. Especially division as we progress and develop an understanding of division. Parents will be able to review this with their students, when they are home, for a rapid explanation, in a time where time is valuable. Virtual learning is hard, and I am sure it is especially hard for primary students. This app will be most helpful to the family, for ah-ha moments, of pieces of math they may have forgotten. While this application will cover almost, if not all types of mathematics equations, it allows students and parents to review and see problems with explanations in real time. (Operations and Algebraic Thinking) Photomath, Inc., (2020). Photomath. Application. $0. Aug 27, 2020 from https://apps.apple.com/ us/app/photomath/id919087726.

Splash Learn

curriculum standard because it provides a fun

September 07, 2020, from https://www.splashlearn.com/math-skills/third-grade? msclkid=cba60b9efda211aa483554c80f791cb3 This website will give students the opportunity to practice multiplication. Students will be able to pick math facts based on the grade level they are in. Using the website aligns with the curriculum standard because it gives the students a place to advance their ability to complete equations where they will nd the product of whole numbers. 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Splash Math (Grade 3 Math) This game is a great way for students to review math in the palm of their hands. With this game, it allows the students to uently learn and review multiplication facts. This too will help students transition from memorizing, but uently divide and multiply up to 100 (3.OA.C.7). StudyPad, Inc., (2020). Splashmath, 3rd Grade Math Games for Kids. Application. $0. Aug 27, 2020 from http://apps.apple.com/us/app3rd-grade-math-games-for-kids/id449564960. Teachers Pay Teachers This website is a great resource not only for math but ever subject. There are resources on the website some are free and some $10 and up. This resource can complement any math standard. This website was made by teachers for teachers as cliché as that may sound. Teaching Resources & Lesson Plans | Teachers Pay Teachers. (2000). Retrieved on September 6, 2020 from www.teacherspayteachers.com 1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. Times Table Song Times Table Song: Kids Learning Tube. (2019, April 5). Multiplication Song for Kids/ Times Table Song for Kids. [Video le]. Retrieved September 07, 2020, from https://www.youtube.com/watch? v=D6ajLh0isG8 This is a 4-minute video introducing the times table. It provides examples of how to use the times table chart by giving di erent multiplication equations and showing how to get the answer. This will be useful

because it gives students a visual of how multiplication looks. This video aligns with the curriculum

Studypad website: S. (2020). Fun Math Practice Games for Kindergarten to 5th Grade. Retrieved

standard because it can help students become uent and con dent with knowing the products of the given multiplication problem., especially for visual learners. 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 ×

The Percussion Show, (October 2012). THE PERCUSSION SHOW Presents: Body Percussion. [YouTube Video]. Retrieved on September 7, 2020 from https://www.youtube.com/ watch?v=sb-2VsE2y-U Complete Rhythm Trainer This app gives students an opportunity to practice simple or complex rhythms. The app has levels of increasing di culty and tracks the users personal achievements. This app can be used outside of the classroom for students to sharpen their sight-reading and technical skills. HS4.IM.P2.B Demonstrate fundamental control, technical accuracy, range, and uency on the instrument, performing a varied repertoire of music, individually and in ensemble settings. For example: demonstrate correct posture, embouchure, breathing, characteristic tone, intonation, balance, and blend. Apply appropriate articulation, tempi, dynamics, style, and phrasing. Demonstrate ngerings, percussion sticking, bowing, and elements related to manual dexterity. Perform 12 major scales, a chromatic scale, and 40 standard rudiments from memory. StĂŠphane Dupont/Binary Guilt Software, (2020). Complete Rhythm Trainer [Mobile App, Free]. Retrieved on September 7, 2020 from https://play.google.com/store/apps/details? id=com.binaryguilt.completerhythmtrainer&hl=en_US Call and Response Solfege Song 1 of 5 - from Exercises for Ear Training Call and Response Solfege Song 1 of 5 - from Exercises for Ear Training is an awesome resource for choral students to have for rehearsing notes and pitch as they identify and perform what they visualize and hear. This video series in particular features reading notes and applying the pitches to rhythm and solfege. In

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which choral students need exposure to reading music by using solfege and by regular musical notation.

MUSIC

observes VM.P2.C the second standard of demonstrating the appropriate use of scale construction, rhythm work including pulse, note, and rest values, diction, pronunciation, and vowel formation.

Bmusproject (Account Holder). (2015). Call and Response Solfege Song 1 of 5 - from Exercises for Ear. [YouTube Video]. Retrieved from September 7, 2020 https://www.youtube.com/watch? v=FngUEjwsZM0&t=5s Earpeggio Earpeggio is an awesome way for students to gain further exposure to music theory outside of the tradition class instruction. Earpeggio grants the opportunity for the students to sharpen their musical ear. And this app includes di erent musical exercises that every choral student needs including, rhythmic dictation, melody dictation, chord progression, scale identi cation, and many more to assist students as they grow musically. This app essentially abides with students being able to demonstrate not only to read and notate music but to also hear music simultaneously through the exercises within the app. This app is compatible with iPhone, iPad, iPod touch, and requires iOS 9.0 or later. This app is in compliance with both the rst VM.P2.A and the second VM.P2.C. standard where through the use of this app and the students will be able to demonstrate the ability to read and notate music technical accuracy through appropriate use of scale construction, rhythm work including pulse, note, and rest values, diction, pronunciation, and vowel formation. Blazing Apps Ltd. (2018). Earpeggio. [iTunes App, Cost: Free] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/earpeggio/id884775105#?platform=iphone

Eighth and Sixteenth Note Combination

This video does an awesome job at bridging the connection between music and culture. As well as,

HS4.IM.P2.B Demonstrate fundamental control, technical accuracy, range, and uency on the instrument, performing a varied repertoire of music, individually and in ensemble settings. For example: demonstrate correct posture, embouchure, breathing, characteristic tone, intonation, balance, and blend. Apply appropriate articulation, tempi, dynamics, style, and phrasing. Demonstrate ngerings, percussion sticking, bowing, and elements related to manual dexterity. Perform 12 major scales, a chromatic scale, and 40 standard rudiments from memory.

Andrea Huchison, (October 2018). Eight Notes + Sixteenth Notes. [YouTube Video]. Retrieved on September 7, 2020 from https:// www.youtube.com/watch? v=sGyz-2qbO1E Hal Leonard On the Hal Leonard music publishing companyâ&#x20AC;&#x2122;s website, a recording of Quad City Stomp by Michael Sweeney is posted. There is a full recording of the piece with sheet music to follow along-- great for visual and auditory learners. The website also gives a brief description of the piece. Listening to the video will be great for band students to hear and learn their parts, and compare them with a professional recording. HS4.IM.P2.D Develop and apply strategies to address technical and expressive challenges in a varied repertoire of music. For example: evaluate and re ne their success using feedback from teachers, ensemble peers, professional recordings, and other sources. Hal Leonard LLC, (2020). Quad City Stomp. [Website]. Retrieved on September 7, 2020 from https://www.halleonard.com/product/4002635/quad-city-stomp How to Read Music - Episode 2: Reading Pitch How to Read Music - Episode 2: Reading Pitch is a apart of a series that could be of a great asset for students to have to refer to in the process of them analyzing notes, pitch, rhythm and key signatures. It is imperative for choral students to identify musical notes and terminology. This video includes an introduction includes foundational musical reading and notation. Teaching the students how to apply foundational musical reading to choral musical reading. This video aligns with both VM.P2.A and

VM.P2.C standards including music in relation to other disciplines and reading and notating of music.

and rest values, diction, pronunciation, and vowel formation.

Sound y (Account Holder). (2015). How to Read Music - Episode 2: Reading Pitch. [YouTube Video]. Retrieved from September 7, 2020 https://www.youtube.com/watch?v=_sRyV1dPzsg Mt. Vernon, WA Band Program: Mallet Percussion This website has the history, types and techniques for mallet percussion. Mallet percussion is used heavily in the piece the students will learn. This website is not only good for percussion students, but there are also resources for other instrumentalists as well. Because there are so many percussion parts, this website could be great for percussionists who do not normally play mallet percussion. HS4.IM.P2.D Develop and apply strategies to address technical and expressive challenges in a varied repertoire of music. For example: evaluate and re ne their success using feedback from teachers, ensemble peers, professional recordings, and other sources. Mt. Vernon, WA Band Program, (2020). Mallet Percussion Techniques [Website]. Retrieved on September 7, 2020 from http://www.mvbands.org/mallet-percussion-technique.html Music First This website music rst.com has di erent sections within the source that includes the opportunity for students to practice their musical skills. Those skills comprise of music theory, music history, chorus, band, and orchestra. This website includes musical comprehensive lessons that o ers the opportunities for students and teachers connect virtually. Music First classroom entails technology that allows the

students the opportunity to read, sing, research all things music, depending upon the course. This

Plus, it exposes students to the appropriate use of scale construction, rhythm work including pulse, note,

supports with both VM.P2.A and VM.P2.C standards of reading and notating of music. And, within this website students have access to the appropriate use of scale construction, rhythm work including pulse, note, and rest values, diction, pronunciation, and vowel formation. Music First. (2020). Music First Classroom. [Website]. Retrieved on September 7, 2020 from https:// www.music rst.com/online-classroom/music rst-classroom/ Music Theory This website musictheory.net comprises tools that assist beginning musician. It has a plethora of musical lessons and exercises that will nurture their progression. Within this website students are granted the opportunity to analyze, identify, calculate, and train to strengthen as a musician. As each student is allowed full access to the resources without any instruction from a teacher. This website is a huge asset to choral music students, as it focuses on ear training, sight reading and sight signing. Music Theory is in ful lment to all music education standards. This website is in compliance with both VM.P2.A and VM.P2 Vocal Music standards as students navigate through this website they will have access to content that will improve their reading and notation of music. Plus, the cover scale construction, rhythm work including pulse, note, and rest values, diction, pronunciation, and vowel formation through the various exercises. Music Theory. (2020). Music Theory. [Website]. Retrieved on September 7, 2020 from https:// www.musictheory.net VM.P2.A Demonstrate the ability to read and notate music individually and/or in ensemble settings. VM.P2.C. Demonstrate technical accuracy through appropriate use of scale construction, rhythm work including pulse, note, and rest values, diction, pronunciation, and vowel formation. Notes Teacher Notes Teacher is an app that focuses on developing a musicianâ&#x20AC;&#x2122;s reading skill. This app includes lesson/ exercises that will train students to read music more e ciently. In this app, students have the opportunity to learn how to read music form the very foundation of musical reading starting with learning the music alphabet, to reading rhythms, melodies, then eventually a whole score of music. This app aligns with the rst standard VM.P2.A. where students will be able to demonstrate their pro ciency of reading and notate music. This app is compatible with iPhone, iPad, iPod touch, and requires iOS 10.0 or later. Yannis RICHARD. (2019). Notes Teacher. [iTunes App, Cost: Free] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/notes-teacher/id1126546872

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Soundcorset

website is a great asset to music education and speci cally caters to all music standards. This video

HS4.IM.P2.D Develop and apply strategies to address technical and expressive challenges in a varied repertoire of music. For example: evaluate and re ne their success using feedback from teachers, ensemble peers, professional recordings, and other sources. HS4.IM.P2.B Demonstrate fundamental control, technical accuracy, range, and uency on the instrument, performing a varied repertoire of music, individually and in ensemble settings. For example: demonstrate correct posture, embouchure, breathing, characteristic tone, intonation, balance, and blend. Apply appropriate articulation, tempi, dynamics, style, and phrasing. Demonstrate ngerings, percussion sticking, bowing, and elements related to manual dexterity. Perform 12 major scales, a chromatic scale, and 40 standard rudiments from memory.

Soundcorset, (September 1, 2020). Soundcorset [Mobile App, Free]. Retrieved on September 7, 2020 from https://soundcorset.com/

This application is excellent for music students. It has a tuner, a metronome and a recording feature. This app can be used in practice at home and in class. By incorporating the use of this app in class, the students will be able to record rehearsals for later use and practice, and tune their instruments. The metronome will allow them to practice accurately at home. This app is free and compatible with Android and Apple systems.

Animal Habitats & Ecosystems Animal Habitats & Ecosystems is a great resource for students to use inside or outside of the classroom and the best part is itâ&#x20AC;&#x2122;s FREE! This app takes you on a guided tour of the ecosystems and is 100% interactive. You will learn how to classify animals and even be able to run science experiments. This app would be a great resource to add into your ecosystem lessons. Even just to get a little extra practice. Tappity Inc. (2018). Animal Habitats & Ecosystems. [iTunes App, Cost: Free] Retrieved on September 8, 2020 from https://apps.apple.com/us/app/animal-habitats-ecosystems/id1490505099 Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Be a Weather Watcher- Video SciShow Kids (2016, April 5). Be a Weather Watcher- Science for Kids. Retrieved from YouTube on September 7th, 2020 from https://www.youtube.com/watch?v=Uo8lbeVVb4M

This YouTube video aligns with the standard K.ESS2: Earthâ&#x20AC;&#x2122;s Systems 1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter.

The YouTube video encourages students to use a weather journal to predict the weather patterns.

SCIENCE

video encourages students to use science tools to predict the weather as well. Big River: A King Corn Companion: Agricultural Runo and the Gulf of Mexico Dead Zone This video is a great resource that teachers can use to show the e ects of farming on the ocean, which correlates with the Tennessee State Science Standard 4.ESS3: 2) Create an argument, using evidence from research, that human activity (farming, mining, building) can a ect the land and ocean in positive and/or negative ways. The video explains what the “Dead Zone” is in the Gulf of Mexico and how it a ects marine life. Students will learn that the algae that is formed due to runo from fertilizers all the way from Iowa can deplete the ocean from oxygen, which will cause marine life to die in this area of water. The video is quite interesting because two farmers follow the runo from their corn eld in Iowa all the way to the Gulf of Mexico to see rst-hand what sherman are experiencing due to the lack of shrimp where they sh. Students will be intrigued by the video and learn the negative impacts of farming on the ocean. Big River: A King Corn Companion: Agricultural Runo and the Gulf of Mexico Dead Zone. (2020, August 07). Retrieved August 31, 2020, from https://tn.pbslearningmedia.org/resource/ envh10.sci.life.eco.deadzone/agricultural-runo -and-the-gulf-of-mexico-dead-zone/ Biodiversity Is Collapsing Worldwide. Here's Why In this video students will learn about how climate change is causing a decrease in biodiversity. It is important to educate students that human impact is not the only thing that e ects biodiversity. The video uses three di erent animals that are experiencing challenges to overcome in order to survive as a species. Standard: ECO.ESS3:1 Earth and Human Activity Research and evaluate the e ectiveness of public lands (state parks, national parks, wildlife refuges, wilderness areas) in sustaining biodiversity Henry, Cat, and DJ Kast. “Biodiversity Is Collapsing Worldwide. Here's Why.” Our Changing Climate, Youtube, 8 May 2020, www.youtube.com/ watch?v=1cvMX82iwRM

Brainpop

This website has age appropriate videos, quizzes, worksheets, and more. It does cost $220 per year for teachers to utilize it though. This relates to the motion and force standards 8. PS2.3: Create a demonstration of an object in motion that describes the position, force, and direction of the object. This resource is great for students as a whole class assignment or in groups. The students can take the quiz after the video to check for comprehension. This resource is great for teachers not only for the videos and quizzes, but also the worksheets, challenges, games, vocabulary, and graphic organizers

Students can use their own graphs to predict the weather over a period of time using their data. This

The Earth Moves This game stimulator allows students to see as the earth moves the weather and climate changes. In this game students get to explore di erent regions. Students get the chance to see the di erence in temperature, weather changes, and the di erence in regions as well. The game showcases temperature, humidity, symbols, vocabulary and more. As well as a map so students can visually see and connect what place they are looking at. This game pushes students to truly critically think and encourages retainment. This game brings together everything they have learned about weather and expands it to regions and di erent locations. K.ESS2: Earthâ&#x20AC;&#x2122;s Systems (2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter. The game uses models such as symbols, vocabulary, temperature, weather for students to predict the weather and use it correlate with the seasons. Urban Programs (2020). The Earth Moves. [Website] Retrieved on September 8, 2020 from https:// web.extension.illinois.edu/kalani/ easyLearn Adaptations in Animals | Life Science HD easyLearn Adaptations in Animals | Life Science HD is an app that helps students learn about the physical and behavioral adaptations of animals in di erent habitats. In this app, it has three di erent modes for students to use. The rst mode is learning which covers the learning pages about each animal along with pictures and facts. The second mode is practice which allows students to practice their skills by answering questions or solving puzzles. The last mode is quiz mode which allows you to test the knowledge youâ&#x20AC;&#x2122;ve learned within the app or even in the classroom. Vasuki, Anupama (2012). easyLearn Adaptations in Animals | Life Science HD. [iTunes App, Cost: Free] Retrieved on September 8, 2020 from https://apps.apple.com/us/app/easylearn-adaptations-in-animalslife-science-hd/id579406670 Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Ecosystems for Kids

Brainpop (1999). Newton's Laws of Motion. Retrieved September 07, 2020, from https:// www.brainpop.com/science/motionsforcesandtime/newtonslawsofmotion/

your students. By using this video as an introduction, you will be able to grab your studentâ&#x20AC;&#x2122;s attention and get them excited about learning about the di erent ecosystems. This video is great for your visual and auditory learners as well! The students will be able to see what the di erent biomes look like through the pictures displayed throughout the video.

HomeschoolPop (2018, July 13). Ecosystems for kids. Retrieved from YouTube on September 8, 2020 from https://www.youtube.com/watch?v=SNF8b7KKJ2I Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Ecosystem Games Games are a great way to get kids interested and involved in your lesson. In this pbskids.org website, it o ers a variety of games students are able to play and learn not only about their ecosystems, but many

di erent factors that occur as well. Through these di erent games, students will be able to learn more

Ecosystems for Kids is a great video to share with your students to introduce the ecosystems topic to

games, so why not include it into their daily learning! PlumLanding (2017). Games. Retrieved on September 09, 2020, from https://pbskids.org/ plumlanding/games/index.html Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Energy by KIDS DISCOVER When covering the Tennessee State Science standard 4.ESS3: 1) Obtain and combine information to describe that energy and fuels are derived from natural resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not (fossil fuels, minerals), teachers and students will love using this resource. The app provides 3-D models, videos, photographs and animations, quizzes, puzzles, and games over all the subtopics of energy such as nuclear energy, light energy, wind energy, etc. This app would be great to reinforce lessons, and students can also interact with the material by playing games and watching videos. By reviewing all the material in the app, students will be able to make connections with the material which will reinforce the concepts. This app is compatible with iPad and requires iOS 7.0 or later. KIDS DISCOVER. (2013, December 05). Energy by KIDS DISCOVER. (Cost: $3.99) Retrieved from Apple App Store on August 31, 2020, from https://apps.apple.com/us/app/energy-by-kids-discover/ id770886290 Farming Simulator 16 Farming Simulator 16 is a great app to demonstrate the techniques and dynamics of farming. While using this app, students will be given real-life experiences of growing, harvesting, and selling crops, which correlates with the Tennessee State Science Standard 4.ESS3: 2) Create an argument, using evidence from research, that human activity (farming, mining, building) can a ect the land and ocean in positive and/or negative ways. By completing all the steps necessary to have a productive farm, students can make inferences to determine how to land will be a ected due to the growing and harvesting crops. If a student does not live in a rural area, he or she may not understand the process of farming, so students can use

this app as a way to better understand the dynamics of farming which will in turn help them determine

about ecosystems, prey and predator, animal adaptations, biomes and so much more. Students love

8.0 or later. GIANTS Software GmbH. (2015, August 04). Farming Simulator 16. (Cost: free). Retrieved from Apple App Store on August 31, 2020, from https://apps.apple.com/us/app/farming-simulator-16/ id992051355 Five Senses This abcya.com website titled “Five Sense” is a good way to assess the students on their knowledge of each of the ve sense. This can be used during the computer/technology center where the students will listen to and pay close attention to the description of the ve senses and answer speci c questions the program asks them. For example, the program will ask aloud, “What sense would you use to tell if the garbage is stinky?” and the students will click at the picture of an eye, a nose, a mouth/tongue, an ear, or a hand that represents all ve sense. The program will let the students know whether they picked the correct sense or not and they will have the chance to correct their choice until they pick the correct one. The program will allow the students to practice hearing the de nition of the ve sense or practice their knowledge of using their ve sense in real life scenarios. ABCya. (2020). Five Senses Game. [Website]. Retrieved September 1, 2020 from https:// www.abcya.com/games/ ve_senses#:~:text=The%20Five%20Senses%20is%20an%20educational%20activity%20for,then%20be %20assessed%20through%20a%20multiple%20choice%20activity. Standard: K.W.RBPK.8 – Express understanding of the function and purpose of the ve senses. Five Senses Song: CoComelon Nursery Rhymes & Kids Songs Five Senses Song: CoComelon Nursery Rhymes & Kids Songs is about a little boy who likes to explore the world with his ve senses: sight, smell, tough, hearing, and taste. The video o ers great visualization that will intrigue the students, as well as a supper catchy Five Senses song that they can sing along to. This is a great resource for teachers to use to teach children their Five Senses. The students will enjoy singing the song and viewing the video so much that it will seem like they are just playing a game! Cocomelon’s main goal is to help make learning a fun and enjoyable experiences for kids by designing beautiful 3D animation, educational lyrics, and toe-tapping music. This video will for sure make the kids smile, dance, sing, and play along with the little boy in the video while they both explore the world around them with their ve senses. cocomelon- Nursery Rhymes. (2017). Five Senses Song: CoComelon Nursery Rhymes & Kids Songs. [YouTube Video]. Retrieved September 1, 2020 from https://youtu.be/j4XZ8Oojt-w. Standard:

K.Ri.KID.2/K.W.TTP.2/K.W.RPBK.8/K.W.PDW.4 – Provide examples of how the ve sense help us learn about the world.

how farming a ects the land. This app is compatible with iPhone, iPad, and iPod touch and requires iOS

Food Chain | Food Web | Video for Kids is a great video to show your students when talking about animal adaptations and food chains in the ecosystem unit. Videos help to keep your studentâ&#x20AC;&#x2122;s attention, especially since students are beginning to grow up with technology. Throughout this video, it provides academic vocabulary such as carnivores, producers, and consumers and also displays diagrams of food chains going from plants to animals. This video is more geared towards upper elementary, only because that is when you will begin learning about the ecosystems.

learningjunction (2017, March 4). Food Chain | Food Web | Video for Kids. Retrieved from YouTube on September 8, 2020 from https://www.youtube.com/watch?v=FFloV2J-eKI

Technology Standard 6c:

Food Chain | Food Web | Video for Kids

objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Four Seasons Song- Video Jack Hartman Kids Music Channel (2018, August 10). Four Seasons Song-Jack Hartman. Retrieved from YouTube on September 7, 2020 from https://www.youtube.com/watch?v=Iisj2kTZIFs This YouTube video aligns with the standard K.ESS2: Earth’s Systems 1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter. In this video Jack Hartman uses a song to describe the four seasons. The students will be able to sing and dance along while learning the four seasons. The students will be able to recognize what each season looks like and will be able to predict what season comes next. Gizmos-Solar System Explore Learning, (2020). Gizmos-Solar System. [Website, Free]. Retrieved on [9/7/2020] from [https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=636]. This site features an interactive about the Solar System. In this interactive, students can view planets’ orbits around the Sun and compare the sizes of planets. Students may also click on the Sun or the di erent planets to learn more about each body in the Solar System. This will provide the students with details about how the planets are similar and di erent. 3.ESS1 Use data to categorize the planets in the solar system as inner or outer planets according to their

physical properties. Hidden Worlds of National Parks The Hidden Worlds of National Parks is a website allows students the opportunity to visit 5 national parks around the United States. The virtual eld trip is guided by park rangers that provide valuable

information as well as, short clips, interactive activities and 360-degree exploration. This website allows

Students communicate complex ideas clearly and e ectively by creating or using a variety of digital

see in person. This allows students to research and obtain knowledge of National Parks and what they do in regard to sustaining biodiversity. Standard: ECO.ESS3:1 Earth and Human Activity Research and evaluate the e ectiveness of public lands (state parks, national parks, wildlife refuges, wilderness areas) in sustaining biodiversity The Hidden Worlds of the National Parks - Google Arts & Culture. (n.d.). Retrieved on 7 September 2020. from https://artsandculture.google.com/project/national-park-service How Mountaintop Mining A ects Life and Landscape in West Virginia In this video, students will watch a real news report of how mountain top mining a ects the landscape in West Virginia and will cover the Tennessee State Standard 4.ESS3: 2) Create an argument, using evidence from research, that human activity (farming, mining, building) can a ect the land and ocean in positive and/or negative ways. The video discusses that 10% of Central Appalachia has been or is being used for mining, and many river valleys have been piled in with rock during the process. By watching the video, students can see the damage that has been done to the mountains due to miners and can draw inferences to understand the impact this has had on habitats. The video is also interesting because it discusses President Trumpâ&#x20AC;&#x2122;s decisions about the mining industry, so students will be able to see the importance of this issue since it is an event that has happened recently. O'Brien, M. (2017, May 05). How Mountaintop Mining A ects Life and Landscape in West Virginia. Retrieved August 31, 2020, from https://www.scienti camerican.com/article/how-mountaintop-mininga ects-life-and-landscape-in-west-virginia/ How Much Nature Should America Keep? How Much Nature Should America Keep is an article provided by the Center for American Progress. This article shares research on how much land is being removed for di erent types of development. This website will allow students to see the human footprint that has been made over the past couple of years. Students will then be challenged to argue whether or not the development is acceptable, what will the development cause for biodiversity and what can be done to help sustain biodiversity. Standard: ECO.ESS3:1 Earth and Human Activity Research and evaluate the e ectiveness of public lands (state parks, national parks, wildlife refuges, wilderness areas) in sustaining biodiversity Ashley, M. L. (2019, August 6). How Much Nature Should America Keep? Retrieved on 7 September 2020 from https://www.americanprogress.org/issues/green/reports/2019/08/06/473242/

â&#x20AC;¨

much-nature-america-keep/

students to experience public lands that they are not familiar with and may not have the opportunity to

Introducing the Five Senses is a fun and easy way for young students to practice their knowledge of their ve senses. This interactive app allows the students to work independently while they choose the image of a body part that belongs to one of the ve senses. The app o ers the young students the option to hear each of the ve senses to be able to match the correct body part to it. We use our Five Senses to interact and understand the world around us from a young age. It is especially important to learn what each of our senses are and how they function when we are still young to be able to comprehend our surroundings once we get older. The sooner children are exposed to this unit, the better they can understand themselves and the world around them as they grow up. Once students fully understand their ve sense and their function, they will be able to communicate their likes and dislikes, their feelings and thoughts, and their goals and fears in life. The students should also be capable of interacting with their peers more con dently and be able to create relationships based on their likes and dislikes. This app is compatible with any Android device or Amazon Kindle book. Carson-Dellosa Publishing (November 26, 2014). Introducing the Five Sense. [Amazon Appstore, Cost: $2.99 or 299 amazon coins]. Retrieved on August 31, 2020 from https://a.co/d/5Lyl8Fy. Standards: K.Ri.KID.2/K.W.TTP.2/K.W.RPBK.8/K.W.PDW.4 – Provide examples of how the ve sense help us learn about the world. K.FL.SC.6G/K.RI.KID.1/K.W.RPBK.8 – Experiment with using text evidence to identify which sense the boy is using in My Five Senses. Invasive Plants This app provides a list of invasive plants to North America, the scienti c name, and images to help identify the invasive species. Students can use the app while walking in their neighborhood, park, or backyard. Students can use the app on their cell phone while actively searching outside for invasive plant. This allows students to be hands on and see if and what species may be invasive near their home. Standard: ECO.ESS3:2 Earth and Human Activity Construct an argument in support of protection of native species. Develop response to anticipated counterarguments. Bargeron ,Charles. “Invasive in Southern Forests”. [App Store No Cost]. Retrieved on [9/7/2020]. https://apps.apple.com/us/app/invasiives-in-southern-forests/id495852751 KAHOOT

Kahoot learning games is a free mobile app which teachers can use to encourage learning and engagement in the classroom. This app can connect to many academic standards as it covers seemingly every subject matter, though as it applies to the subject I instruct, this app connects to force and

Introducing the Five Senses

Brand, J. (2020, September 03). Welcome back to Kahoot! for schools. Retrieved September 07, 2020, from https://kahoot.com/schools-u/ Khan Academy This free website, khanacademy.org/science/physics/forces-newtons-laws, is a great resource for students to better understand Newton’s laws. This website aligns with all the standards relating to force and motion. 8. PS2.3: Create a demonstration of an object in motion that describes the position, force, and direction of the object 8.PS2.4: Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. 8.PS2.5 Evaluate and interpret that for every force exerted on an object there is an equal force exerted in the opposite direction. This website o ers “personalized learning resources for all ages.” Students will engage in di erent videos and quizzes to check students’ understanding. Teachers will appreciate this website for students that need additional help or for enhancing lessons. Khan Academy (2008). Forces and Newton's laws of motion | Physics library. Retrieved September 07, 2020, from https://www.khanacademy.org/science/physics/forces-newtons-laws Kid Weather Kid weather app is for young children to comprehend weather better. The app itself was created by a sixyear-old boy whose dad happened to be a meteorologist. The dad wanted his son engaged in weather, but in a fun and interactive way. This app is packed with real time weather conditions, forecast, science, fun facts, and some interactive and engaging games. Students are able to dress their avatar based on the weather as well as animals too. The app also includes STEM stimulated activities. For students who are so young and who are so tech savvy with technology this is a great resource to utilize when giving their technology time. It allows to tour and explore the app and what it has to o er as well as allows them to take control of their learning. The app also heightens the student’s vocabulary awareness such as Fahrenheit and Celsius. As well as introduces weather and map symbols when discussing di erent regions and climate. The app as a whole is a wonderful way for students to be hands on, strengthen their vocabulary and be exposed to di erent components of weather in a fun critical thinking way. K.ESS2: Earth’s Systems (1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). This game allows students to pick clothing, and appropriate gear based on the weather and characteristics they are given through the game. Students analyze and interpret the weather in order to relate their knowledge of what they know about the season and its weather and what it produces and means for the daily weather. Berk, Justin. (May 19, 2013). Kid Weather App. [iTunes App, Google Play, Amazon Cost: $1.99]

Retrieved on September 8, 2020 https://www.kidweatherapp.com/#:~:

motion-8.PS2.4. Teachers can make their own assessments as well as use the quizzes which are developed by other teachers. Students are partaking in a game to enhance their understanding of the content.

My Five Senses – (Read Aloud) is a book being read a loud by a narrator in this video. The book is about a little boy using his ve senses: see, hear, smell, taste, and touch to describe his surroundings. This is a good resource that teachers can use for their literacy station, where the students will listen to the book being read aloud and follow along with their own copy of the book. The teacher can assess the students’ knowledge of the ve senses, as well as the book by giving them a writing prompt where they must respond to 3-5 questions. The students will be able to complete this literacy task independently in the classroom’s reading tower because they have been exposed to similar tasks with di erent books during literacy center.

September 7, 2020, from https://www.youtube.com/watch?v=tc9tEUqUmKw

My Five Senses – (Read Aloud)

These free videos are about Newton’s laws of motion from the National Science Foundation. The students can relate to these videos as they are about NFL football. This video aligns with the academic standards for 8 grade science force and motion standards. 8.PS2.3 & 8.PS2.5. The video gives the vocabulary, related equations, and real-life understandings of Newton’s laws. Teachers will love these videos as a launch or engagement piece to each of Newton’s laws. Teachers could use this for asking students what they noticed or wondered and to help excite them about the content. Students get excited about this video and how it relates to playing football. The citation below is for the National science foundation YouTube channel. th

National Science Foundation and NBC Learn. (2015, January 27). Newton’s First Law of Motion - Science of NFL Football [Video]. Youtube. https://youtu.be/ 08BFCZJDn9w Non-renewable Energy This article is can be found on the National Geographic website, and it discusses and shows real-life images of the various types of non-renewable energy. The Tennessee State Science Standard Standard 4.ESS3: 1) Obtain and combine information to describe that energy and fuels are derived from natural resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not (fossil fuels, minerals) is supported by this article. Students will learn about coal, petroleum, and natural gas energy, and they will be able to make connections to the topic by viewing and reading the descriptions

of each image that is posted. The article also contains Tier III vocabulary, which can be used as a support

Newton’s laws- Science of NFL football

to their own lives. National Geographic Society. (2013, February 14). Non-renewable Energy. Retrieved August 31, 2020, from https://www.nationalgeographic.org/encyclopedia/non-renewable-energy/ The Periodic Table Fun Brain The website Funbrain.com website title “The Periodic Table” gives scholars the opportunity to the symbols of each element of the periodic table. This activity is a game based program that gives scholars the ability to play “Proton Don.” Students will not only have the ability to engage in learning the symbols, but will also be able to learn the element names as well. It also gives scholars the ability to change ethe level of di culty which in turns make the element selection more challenging. Educators that teach from seventh through twelfth grade will be able to use this valuable teaching source. 7.PS1.5 Use the periodic table as a model to analyze and interpret evidence relating to physical and chemical properties to identify a sample of matter. Funbrain.com. (1992) The Periodic Table. [Website] Retrieved on September 07, 2020, from https:// www.funbrain.com/games/periodic-table-game PHET Interactive Simulation- Forces and Motion Basics This free virtual resource is amazing for connecting physics or mathematical standards with fun interactive labs. These simulations can be run on the computer or a cellphone using the mobile app. Virtual labs align with the force and motion standards 8.PS2.4: Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. This is a great resource for teachers because it gives them visual real-world connections along with inquiry-based questions that support learning. University of Colorado Bolder (2013). Forces and Motion-Basics- PHET Interactive Simulation, retrieved September 7, 2020 from https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/ forces-and-motion-basics_en.html Physics 4 Kids This free physics4kids.com o ers students pictures, videos, and diagrams about physics. There are related links that students can use for quizzes among other resources. This website is aligned with the 8 grade science standards of motion. 8.PS2.4: Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. th

Studios, A. (1997). Newtons Laws of Motion. Retrieved September 07, 2020, from http:// www.physics4kids.com/ les/motion_work.html

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Play and Learn Science

as students study the text. Students will enjoy being able to learn about science and apply the knowledge

Store on September 7, 2020 from https://pbskids.org/apps/play-and-learn-science-.html This app aligns with the standard K.ESS2: Earthâ&#x20AC;&#x2122;s Systems 1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter. This app allows the students to learn about weather tools in a game setting. It lets the student read the thermometers and control the weather in the app. It asks the students which thermometer best represents the picture on the screen, allowing the student to picture the seasons and what kind of weather goes with each. Students can explore all things weather and learn what the thermometer should read at each season. Renewable Energy This article can be found on the National Geographic website, and it discusses and shows real-life images of the various types of renewable energy. This article correlates with the Tennessee State Science Standard 4.ESS3: 1) Obtain and combine information to describe that energy and fuels are derived from natural resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not (fossil fuels, minerals). Students will not only learn about geothermal energy, wind energy, hydroelectric energy, solar energy, and biomass energy but will also learn Tier III vocabulary terms that relate to each type of renewable energy. Fourth grade students will love viewing the pictures and reading the description of each image to see and understand the connection between them and the topic. National Geographic Society. (2013, February 15). Renewable Energy. Retrieved August 31, 2020, from https://www.nationalgeographic.org/encyclopedia/renewable-energy/ Season and Weather Season and Weather is a science educational app that is geared towards teaching young children the di erence between seasons and other weather facts. This app is made by PBS and a large portion of this app encourages and engages children of all ages and all academic performance to learn new things about the weather and its elements. The app has three levels beginner, intermediate and advanced. Each level is based o the knowledge and understanding of the child. This allows students, teachers and parents to see the growth in their child as they are learning about the lesson and the materials provided. This game does not penalize for wrong answer yet just Reloopâ&#x20AC;&#x2122;s until the student has succeeded. The app eases students into dressing for seasons as well managing calendar education as well. No reading skills are required and it allows student to learn at their own pace. K.ESS2: Earthâ&#x20AC;&#x2122;s Systems 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter. The season song gives clues and characteristics that allow students to

predict and identify the patterns they see in each seasons. This game utilizes di erent models, symbols,

Play and Learn Science (Weather Control and Gear Up) (2018). [Cost. Free] Retrieved from Apple App

about weather and what presides in each seasons. PBS (June 20, 2011) Seasons and Weather. [iTunes App, Google Play, Amazon Cost: Free] Retrieved on September 8, 2020 from https://apps.apple.com/us/app/seasons-weather-wonderwood/ id1419485022 Season Song Weather is broken down into many di erent compartments and segments. With this in mind it is essential to utilize the rst 15 minutes of my students functioning and focused time to instill in the information I want them to learn. Songs of seasons allow them to see the add on from the weather song. It allows them to see the di erent weather options within each season. It describes the activities, as well as use adjectives, and characteristics of each seasons. The video is repetitive but thatâ&#x20AC;&#x2122;s good because we learn when something is repeated it is easier to remember. I want students to not only have a foundation but see how each compartment of weather builds upon. So, for example winter is cold, but with winter we associate snowmen, snow, snow angles, scarves and more. We start with the basics and then analyze and connect on a wider scale. This makes it easier to connect and relate it to their everyday experience with weather. K.ESS2: Earthâ&#x20AC;&#x2122;s Systems 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter. The season song gives clues and characteristics that allow students to predict and identify the patterns they see in each seasons. It is also repetitive which allows students to

see the patterns in fall, spring, autumn and summer, which makes it easier to identify and predict.

and tools for students to advance to the next level and build on to the level of knowledge they know

2020 from https://www.youtube.com/watch?v=8ZjpI6fgYSY Science-Solar System Interactive Sites for Education. (2017). Science-Solar System. [Website, Free]. Retrieved on [9/7/2020] from [http://interactivesites.weebly.com/solar-system.html]. This site features a variety of di erent diagrams and interactives about the Solar System. The diagrams and interactives provide students with valuable information, such as models of the Solar System and information about each planet. This will allow the students to gain a greater understanding of the size of each planet and the characteristics that make each planet unique. 3.ESS1 Use data to categorize the planets in the solar system as inner or outer planets according to their

physical properties. Seek by Inaturalist Seek is an app that allows individuals to take a picture of a living organism and identi es the organism. The app also provides information about the species, the range that the species lives in, and whether the species is native or not. Students can use this app as basis to identify native and invasive species within their community. After, they can identify ways to protect native species and contain invasive species. Standard: ECO.ESS3:2 Earth and Human Activity Construct an argument in support of protection of native species. Develop response to anticipated counterarguments. iNaturalist, (2018).”Seek”.[App Store, No Cost]. Retrieved on 7 September 2020, https://

www.inaturalist.org/pages/seek_app

Have Fun Teaching.(May 18, 2015). Seasons Song [YouTube Video]. Retrieved on September 8,

Quizlet, (2020). Solar System, The Solar System. [Web/Mobile App, Free]. Retrieved on [9/7/2020] from [https://quizlet.com/415933570/solar-system-the-solar-system- ash-cards/]. This app features students being asked a variety of questions pertaining to vocabulary about the Solar System. Students can make use of the vocabulary in di erent ways, such as ashcards, matching, games, and assessments. This allows students the opportunity to familiarize themselves with vocabulary that has been or will be discussed in class. 3.ESS1 Use data to categorize the planets in the solar system as inner or outer planets according to their

physical properties.

Solving the puzzle of the periodic table – Eric Rosado

Solar System, The Solar System

This video is a TED-Ed that focuses on the overall standing of the periodic table. It teaches the scholar the patterns of the periodic table and how it is an overall puzzle. It walks the scholar through the experiences that helped the periodic table grow from each scientist ideas. This video truly gives an understanding of the periodic table and its co-founders. 7.PS1.5 Use the periodic table as a model to analyze and interpret evidence relating to physical and chemical properties to identify a sample of matter. Rosado, E. (Director). (2012, December 12). Solving The Puzzle of the Periodic Table [Video le]. Retrieved September 7, 2020, from https://www.youtube.com/watch?v=O-48znAg7VE

Sortify: Elements of the Periodic Table The website Brainpop.com website title “Sortify: Elements of the Periodic Table” give scholar the opportunity to sort each element into di erent categories. Each category allows for students to organize the elements by physical state, atomic number, metals, nonmetals, metalloids and others. This website will help scholars understand how each element can be organized into the di erent categories. This is an interactive game that will help row scholars mindsets and ability to truly understand the di erent aspects of the periodic table. 7.PS1.5 Use the periodic table as a model to analyze and interpret evidence relating to physical and chemical properties to identify a sample of matter. Brainpop.com.(2010) Sortify: Elements of the Periodic Table - GameUp. [Website] Retrieved on

September 07, 2020, from https://www.brainpop.com/games/sortifyelementsoftheperiodictable/

YouTube, (2018). StoryBots Outer Space. [Instructional Video, Free]. Retrieved on [9/7/2020] from [https://www.youtube.com/watch?v=Vb2ZXRh74WU] This site provides a video discussing the Solar System. In this video, the Sun and the planets are animated. With the animation, the Sun and the planets perform a rap about each of their characteristics. Not only does this provide the students with helpful information, but it also sets it to a tune which could be very helpful for some. In addition, some students will probably nd this to be fun! 3.ESS1 Use data to categorize the planets in the solar system as inner or outer planets according to their

physical properties. Teach Kids the Five Senses with these 20 Free and Fun Ideas This weareteachers.com website titled “Teach Kids the Five Senses with these 20 Free and Fun Ideas” is a perfect tool for all teachers to use during their Five Senses unit. This website o ers great ideas to try with students for each of the ve senses. Students will enjoy using their sense of smell by guring out what it is they are smelling without looking at the items. The teacher can choose to use jellybeans or apples to allow the students the chance to explore their sense of taste as well as what avors they like and what avors they hate. For the sense of touch lesson, the kids will get the opportunity to feel di erent kinds of materials and will be task with describing how that item feels to them. This website provides speci c sensory ideas and materials easily accessible for teachers to use to get students excited about this unit in the classroom. WeAreTeachers. (2020). Teach Kids the Five Senses with these 20 Free and Fun Ideas. [Website]. Retrieved on September 1, 2020 from https://www.weareteachers.com/ ve-senses-activities/. Standards: K.FL.SC.6g/K.FL.VA.7b-iii – Generate and apply sensory adjectives for taste, smell, touch, sight, and hearing to real-life situations. K.FL.VA.7a-i – Interpret expressions in My Five Senses and link them to sensory experiences. K.W.RBPK.8 – Express understanding of the function and purpose of the ve senses. Tree House Weather Kids- Website University of Illinois Extension (2020). Tree house Weather Kids. Retrieved on September 7th 2020 from https://web.extension.illinois.edu/treehouse/seasons.cfm?Slide=2 The website Weather Wiz Kids aligns with the standard K.ESS2: Earth’s Systems 1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and

winter, for kindergarten. With the help of a parent this website allows students to explore what causes

StoryBots Outer Space

pictures aligning with the standard listed above. This website also explains the di erences between Fahrenheit and Celsius. True or False Chemistry True or False Chemistry is a great resources for students to use when needing more practice with the element symbols. This mobile app gives student 60 seconds to see how many symbols they will be able to get correct. There will be an element symbol and element name come on the screen at once. The student will then be given the option to choose true or false to see if that element matches the symbol. This helps increase the scholars ability to recognize symbols and also increase their speed capabilities. 7.PS1.5 Use the periodic table as a model to analyze and interpret evidence relating to physical and chemical properties to identify a sample of matter. Li, Peter. (August 26, 2014). True or False Chemistry . [iTunes App, Cost: Free] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/true-or-false-chemistry/id909991256 W5GO Healthy Kids W5GO Healthy Kids allows students to explore and participate in discovering the ve senses as they progress from one level to the next. Featuring interactive games, this app encourages the students to explore the ve senses of sight, touch, taste, smell, and hearing through interacting games. Each student will get the opportunity to create their own characters and customize them however they like. The students will be allowed to go their own pace while they explore and play each game. Each level will challenge the students’ knowledge of each of the ve senses with exciting rewards for each level completed. The teacher will be able to view where the students’ progression rate is and if they are ready to move on from this unit. This app is compatible with android devices 4.5 and up. QiiQ Communications Inc. (December 12, 2019). W5GO Healthy Kids. [Google Play Appstore, Cost: Free]. Retrieved on March 31, 2020 from https://play.google.com/store/apps/details? id=com.w5goHealthSeason.Ecocarrier&hl=en. Standard: K.Ri.KID.2/K.W.TTP.2/K.W.RPBK.8/K.W.PDW.4 – Provide examples of how the ve sense help us learn about the world. Weather and What to Wear Today Weather and What to Wear Today (Meteorology & Kids Clothes). [Cost. Free]. Retrieved from Apple App Store on September 7, 2020 from https://apps.apple.com/us/app/weather-what-to-wear-toda/

id1396769360

seasons and how to tell the temperature outside. This website is like an informational story book with

(precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter because it allows the student to see the weather where their location is. The student can look at the temperature outside and dress his/her person on the app the way they should be dressed for that season and temperature. The student can play around with the temperature gauge, making it hot or cold, then dress their person on the game accordingly. The game shows a thermometer for students to get familiar with. Weather Games This website is a game stimulator where students match the weather symbol with the name. In this case I would pull up the game on a projector and ask the students to tell me what each symbol represented (K.ESS2: Earthâ&#x20AC;&#x2122;s Systems 1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). This includes rain, snow, sun, tornado, wind, cold, and more. By sharing and starting with the two song videos about seasons and weather. This will be a review. Students will not only learn about weather using symbols but it also introduces them into symbols which they will see on our morning calendar, on the news, and maybe even Television. Teachers will be amazed by this website and how it integrates reality and the attention of students about weather a science K.ESS2: Earthâ&#x20AC;&#x2122;s Systems (1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). This game is challenging and allows students to use temperature which then allows them to analyze and interpret the weather and predict what it may be. Learning Games for Kids (2013). Weather Games. [Website]. Retrieved on September 8, 2020. From https://www.learninggamesforkids.com/weather-games.html Weather Song The weather song is a great way for emerging learners such as kindergarten to get familiar with the of weather. Songs and videos are very catchy for young learners for they are strengthen and bringing awareness to those motor skills they are developing. The video includes not only visuals, but it includes the e ect of weather such as rain, tornadoes, thunderstorms, hurricanes and more. The video also breaks down the climate in di erent regions. This could be used when asking the students what temperature or weather they typically see on the daily basis. This is good for an introduction of weather and a way for them to get excited and engaged. At the end of the song for a review the teacher can ask students questions about what they saw, heard or remembered and then connect the dots to get them critically

thinking about weather.

This app aligns with the standard K.ESS2: Earthâ&#x20AC;&#x2122;s Systems 1) Analyze and interpret weather data

cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). This standard speci cally using simple graphs, pictorial weather symbols ties in with the video for it is building o of temperature and showing and introducing symbols for each di erent weather topic.

Have Fun Teaching.(June 9, 2015). Weather Song [YouTube Video]. Retrieved on September 8, 2020 from www.youtube.com/watch?v=e5UTaPV-DIg. Weather Wiz Kids Weather Wiz Kids (2003-2020). Welcome to Weather Wiz Kids. Retrieved on September 7th, 2020 from http://www.weatherwizkids.com/?page_id=82 The website Weather Wiz Kids aligns with the standard K.ESS2: Earthâ&#x20AC;&#x2122;s Systems 1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter, for kindergarten. With the help of a parent this website allows students to explore all the di erent kinds of weather tools. Students can learn about weather forecasting and the many vocabulary words to go with it. On this website it even shows weather symbols that are very important for students to know when trying to read the thermometers and other types of instruments. Why Biodiversity is Important Why Biodiversity is Important is a great introductory video to students when beginning the topics biodiversity and sustainability. This video explains the importance of ecosystem, species, and genetic diversity. The video also explains how the greater the diversity is the more stable the ecosystem can be against disruptions.

Standard: ECO.ESS3:1 Earth and Human Activity

K.ESS2: Earthâ&#x20AC;&#x2122;s Systems (1) Analyze and interpret weather data (precipitation, wind, temperature, cloud

wilderness areas) in sustaining biodiversity Presho , Kim, director. Why Is Biodiversity So Important. Youtube, Ted-Ed, 20 Apr. 2015, www.youtube.com/watch?v=GK_vRtHJZu4&t=1s

World Biomes and Ecosystems This ducksters.com website titled â&#x20AC;&#x153;World Biomes and Ecosystemsâ&#x20AC;? o ers in depth information about what ecosystems and biomes. In this website, it provides hyperlinks to di erent types of biomes, cycles that occur within the ecosystems, and activities to help students gain more knowledge about di erent biomes and what is di erent in each one. When you click on the hyperlink of one of the biomes it takes you to a page that talks about what that biome looks like, animal and plant adaptations, and where the major biomes are located in the world. Nelson, Ken. (2020). Science for Kids: World Biomes and Ecosystems. Ducksters. Retrieved on September 8, 2020 from https://www.ducksters.com/science/ecosystems/world_biomes.php Technology Standard 3a: Students plan and employ e ective research strategies to locate information and other resources for their intellectual or creative pursuits. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate

their learning in a variety of ways.

Research and evaluate the e ectiveness of public lands (state parks, national parks, wildlife refuges,

Americans and the Holocaust Tour This is a video tour of the Americans and the Holocaust exhibit at the United States Holocaust Memorial Museum (USHMM). The full tour is 39 minutes and is available as one, uninterrupted video; as a playlist of six, 2 min. - 10 min. videos; or teachers can choose one of the videos to highlight a speci c topic. The tour provides important context for the American perspective as Nazi Germany progressed towards genocide; this includes how the United States made it di cult for refugees to immigrate, anti-Semitism and Racism in the US, and the e ect of American isolationism. The video showcases important historical artifacts including newspaper articles, photographs, movie clips, and other primary sources. To assist teachers with this material, the USHMM published an exhibition viewing guide on their website, which provides comprehension questions for each section of the video and re ection questions for the tour as a whole. Find these resources at https://www.ushmm.org/information/exhibitions/museum-exhibitions/ americans-and-the-holocaust/tour. Standards: 7.SL.CC.2 (CCSS.ELA-Literacy.SL.7.2), 7.RI.IKI.7 (CCSS.ELA-Literacy.RI.7.7)

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Buster’s Egyptian Adventure is an interactive lesson that focuses on ancient Egypt. Although the standards do not cover Egypt, this would be a fantastic task for a gifted student. This resource provides information over Egypt’s traditions, such as their writing style and their language. Students are familiarized with life in Egypt through the lives of three young people they meet: Farid, Haya, and

SOCIAL STUDIES

Standards: 2.02 Compare and contrast the beliefs, customs, ceremonies, and traditions of the various cultures represented in the U.S. 2.03 Distinguish how people from various cultures in the community and nation share principles, goals, and traditions. Social Studies Practices: SSP.01: Media and technology sources SSP. 04: Compare and contrast viewpoints SSP.06: Understanding relationships between people, places, and resources. PBS Learning Media. (3 August 2020) Buster's Egyptian Adventure. Retrieved on. September 5, 2020 from www.pbslearningmedia.org/resource/ilwgbh17-soc-geog-buster-ilegypt/busters-egyptianadventure/. Cartoon for Kids!! Now and Then. Social Studies for Children This is an e ective and entertaining video that breaks down the concepts of past and present, as well as how things can change over the span of years and decades. The animated kids in the video invent a machine that can look back in the past, and show us how their house and their town have changed over the last hundred years. Cartoon for Kids!! Now and Then. Social Studies for Children is a great resource for second graders in that it breaks down the concepts of past and present in a concrete and relatable way, using a cartoon format that kids can easily relate to and be engaged with. Additionally, by addressing units of time such as years and decades, this video aids with alignment of Tennessee Social Studies Standard 2.30 (describe periods of time in days, weeks, months, years, decades, and centuries), as well as Social Studies Practice SSP.05 (develop historical awareness by sequencing past, present, and future in chronological order and understanding that things change over time).

Cartoons Time (Account Holder). (2019). Cartoon for Kids!! Now and Then. Social Studies for Children. [YouTube Video]. Retrieved September 7, 2020 from https://www.youtube.com/watch?v=zEvWGYgmaTE

Civil Rights Act of 1964 | Montgomery Bus Boycott for Kids | Rosa Parks and Martin Luther

Ahmed. This resource could t into Tennessee State Standard 2.02 and 2.03 because students could make connections to their speci c culture and the culture in Egypt.

Kids Academy (Account Holder). (2019). Civil Rights Act of 1964 | Montgomery Bus Boycott for Kids | Rosa Parks and Martin Luther King. [YouTube Video]. Retrieved September 7, 2020 from https:// www.youtube.com/watch?v=WKEGou1zPII Cultures Around the World Cultures Around the World is a quick video that addresses what makes cultures di erent. This video includes real photos of people in their native lands, native clothing and food of their cultures. This video includes pictures and words which will bene t visual students. 2.02 Compare and contrast the beliefs, customs, ceremonies, and traditions of the various cultures represented in the U.S. 2.03 Distinguish how people from various cultures in the community and nation share principles, goals, and traditions. Neyra Hanley. (2015). Culture Around the World [Video], Retrieved on September 7, 2020. https:// www.youtube.com/watch?v=hTxKv5n5M2Y

Cultures of the World

King

2.01 Identify various cultural groups within the U.S. and the studentsâ&#x20AC;&#x2122; community. 2.03 Distinguish how people from various cultures in the community and nation share principles, goals, and traditions.

Clarendon Learning. (2020). Cultures of the World | A fun overview of the world cultures for kids [Video]. Retrieved on (September 7, 2020) https://www.youtube.com/watch?v=RwSYrsjTiW4&t=58s Elie Wiesel Legacies This resource is a playlist made up of ve, 2-minute videos, which discuss his life, writing, and impact on the world. The playlist is published by the United States Holocaust Memorial Museum and can be accessed through YouTube or on their website at https://www.ushmm.org/learn/holocaust/elie-wiesel/ introduction/the-many-legacies-of-elie-wiesel. The playlist can be especially useful in an ELA class to

â&#x20AC;¨

help introduce Elie Wiesel and his writing.

United States Holocaust Memorial Museum. (Account Holder). (2019). Elie Wiesel Legacies. [Video Playlist, Cost: Free]. Retrieved September 8, 2020 from https://www.youtube.com/playlist? list=PLWQC3P4psZP4tUF7joIsbspGRBvacjgs7 Expeditions Expeditions is a mobile app for virtual eld trips that allow students to engage in di erent settings around the world without leaving the classroom. Students may not understand speci c culture if they have never explored outside of their speci c state. For example, if students are from the south, they may not understand northern culture; a virtual eld trip lets students to explore the north and why their culture may be di erent. This app covers Tennessee State Standard 2.01 by identifying other cultural groups outside of their own. Standards: 2.01 Identify various cultural groups within the United States and the students’ community Social Studies Practices: SSP.01: Media and technology sources SSP.06: Understanding relationships between people, places, and resources Google LLC. (19 September 2016) “Expeditions.” Apple App Store [Mobile App, Free] Retrieved on September 6, 2020, from apps.apple.com/us/app/id1131711060?ign-mpt=uo. Flocabulary Flocabulary o ers educational hip-hop songs, videos, and other educational materials to engage students and increase achievement across curriculum. This video is terri c resource that will gain student’s attention through music while clearly explaining needs and wants through real life imagery. The students can easily relate to the daily examples of both needs and wants while forming the understanding of when it is appropriate to acquire both. After viewing the video, there is a quick review asking speci c questions to demonstrate the understanding about a need, want, good, and service. After the class views the video, the teacher will assess the students’ understanding of needs and wants as they answer review questions. Content Standards: 1.08 Determine the di erence between basic wants and needs, and provide examples of each. 1.04 Give examples of products (goods) that people buy and use. 1.05 Give examples of services (producers) that people provide. Flocabulary. (2020). Needs & Wants [Video]. Retrieved 4 September 2020, from

https://www. ocabulary.com/unit/needs-wants/video/.

Standards: 7.SL.CC.2 (CCSS.ELA-Literacy.SL.7.2)

This is an organization working “to build an international movement to prevent and stop genocide”. Their website includes many resources that can help students understand what genocide is and its a ect on the lives of people around the world. The group described the “Ten Stages of Genocide” model. This model is helpful when teaching students about genocide. In particular, the model helps students to understand that genocide is a process and this process can be stopped by collective action from governments, organizations, and individuals. The website also includes an “interactive world map”, which shows countries that are currently on genocide alert; countries are highlighted in di erent colors depending on which of the 10 stages they are in. The site also provides links to information and trustworthy reporting on genocide and related topics. Standards: 7.RI.KID.1 (CCSS.ELA-Literacy.RI.7.1), 7.RI.KID.2 (CCSS.ELA-Literacy.RI.7.2), 7.RI.RRTC.10 (CCSS.ELA-Literacy.RI.7.10) Genocide Watch. (n.d.) Genocide Watch Homepage. [Website, Cost: Free] Retrieved September 28, 2020, from https://www.genocidewatch.com/ Google Earth Google earth is a website that shows 3D representation of Earth through satellite imagery. Street level photos can be viewed giving students a 360’ panoramic view of cities and all their surroundings. The students will discover places in their home city that provide needs and wants. A virtual eld trip will allow students to name places that provides needs: food, clothing, shelter, and healthcare. They will compare and contrast them to places that provides wants they could live without. Content Standards: 1.08 Determine the di erence between basic wants and needs, and provide examples of each. 1.10 Recognize basic map symbols, including: cities, land, roads, and water. 1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts. Google Earth. Earth.google.com. (2020). Retrieved 4 September 2020, from https:// earth.google.com/web/ @36.39026089,-86.44321007,167.59906547a,8978.17946533d,30.00000026y,-0h,0t,0r/ data=MicKJQojCiExMU1BSERaTjJ3cDZxR2tTOFNxMjQ2MHRfVHBMYXRQbG4. History Timeline for Kids

History Timeline for Kids is an educational timeline app that allows students to explore di erent world historical events through interactive timelines that contain facts, clues, audio recordings, and fun animations that present each historical event or period in an engaging way. This app is valuable in that it contains events that span from the beginning of human history up to modern day, giving students an introduction to a wide and diverse range of world events. History Timeline for Kids also serves to familiarize students with the structure of a timeline and chronology, topics aligning with Tennessee Social Studies Standard 2.31 (analyze and interpret events placed chronologically on a timeline). The only drawback is that the app is not free ($2.99), and there might be issues providing it to an entire classroom. Although

Genocide Watch

Abecedaire. (December 18, 2014). History Timeline for Kids. [Google Play Store, Cost: $2.99]. Retrieved on September 7, 2020 from https://play.google.com/store/apps/details?id=air.History Holocaust Museum Houston This resource provides resources for teachers and primary sources for students to use as they learn more about genocide and the Holocaust. The site is particularly notable for showcasing a plethora of survivor stories and hosting a database of destroyed communities. The survivor stories are videos and written testimonials from survivors and their families in the Houston, TX area. Site visitors can view them by selecting the photo of a survivor from the grid, which directs them to that survivor’s story. This direct selection of human stories allows students to connect experiences to a person. The “Destroyed Communities Interactive Learning Center” shows a map with 6 pointed stars marking destroyed communities and a list of these communities. Each link provides a Google map showing the location of a former Jewish community, tells the story of the community, lists survivors from that community, and tells the stories of those survivors. Standards: 7.SL.CC.2 (CCSS.ELA-Literacy.SL.7.2), 7.RI.KID.3 (CCSS.ELA-Literacy.RI.7.3), 7.RI.IKI.7 (CCSS.ELA-Literacy.RI.7.7), 7.RI.RRTC.10 (CCSS.ELA-Literacy.RI.7.10), Holocaust Museum Houston. (n.d.) Holocaust Museum Houston Homepage. [Website, Cost: Free] Retrieved September 28 ,2020 from https://hmh.org/ Homes by Tinybop Homes is a mobile app where students can explore areas from around the world. Students can stay in the United States or they can travel to di erent countries. In this app, students learn how di erent cultures may decorate, cook meals, and play games. This app ts to Tennessee State Standards 2.01 and 2.02 by allowing students to identify cultural groups within the United States and compare and contrasts daily activities between cultures. Standards: 2.01 Identify various cultural groups within the United States and the students’ community. 2.02 Compare and contrast the beliefs, customs, ceremonies, and traditions of the various cultures represented in the United States. Social Studies Practices: SSP.01: Media and technology sources SSP.04 compare and contrast viewpoints

SSP.06 Understanding relationships between people, places, and resources

the app has also not been updated in almost six years, it can still provide a fun and relevant historical experience for all students.

How to Explore Native American Culture in Tennessee This article can be found on the Culture Trip website, and it allows the students as well as the teacher, to read a detailed summery over the di erent cultures presented in multiple cities of TN. The article correlates with the Tennessee State Social Studies Standard 1.SS: 1.01) Describe the cultural aspects of a place, including a student’s community and state. The website shows speci c culture headdress for each of the cities mentioned. Students will be able to view a small glimpse into the wide variety of cultures that surround the Nashville area. In addition, this site is a great resource for teachers to use if they would like to have a more speci c and detailed approach in explaining the many cultures surrounding the mid-Tennessee area. Culture Trip. (2017, July 3) How to Explore Native American Culture in Tennessee. Retrieved September 23, 2020, from https://theculturetrip.com/north-america/usa/tennessee/articles/how-to-explore-nativeamerican-culture-in-tennessee/ iWalk – USC Shoah Foundation The app provides guided tours of historical sites related to the Holocaust. The tours include survivor testimony, photographs, and maps to explain the signi cance of sites, help users understand how the area looked during the time of the holocaust, and make direct connections to the experiences of those who lived there. While this app is designed for on-location guided walking tours, the information in the app is easily accessible and understandable regardless of location. This app is advantageous to teachers as it provides contextualized learning to help students to understand the Holocaust as an event that a ected real people. The app also provides optional guided questions, which students can answer to check for comprehension and con rm they completed their walk. Optionally: This app would pair well with the Street View feature of Google Maps (www.google.com/maps) where teachers could have students “take the walk” online. The IWalk App is free and is compatible with iPhone, iPad, and iPod touch requiring iOS 10 or later. It is also available for free in the Google Play store. The app is recommended for ages 12+. Standards: 7.SL.CC.2 (CCSS.ELA-Literacy.SL.7.2), 7.RI.IKI.7 (CCSS.ELA-Literacy.RI.7.7), 7.RI.RRTC.10 (CCSS.ELA-Literacy.RI.7.10) University of Southern California Apps. (June 13, 2020). IWalk-USC Shoah Foundation. [iTunes App, Cost: Free] Retrieved on September 8, 2020 from https://apps.apple.com/us/app/iwalk-usc-shoahfoundation/id1176057571

Jazzy World Tour Learn Music

Tinybop Inc.( 11 Novermber 2014) “Homes by Tinybop.” Apple App Store [Mobile App, $2.99] Retrieved on September 5, 2020, from apps.apple.com/us/app/homes-by-tinybop/id922609543.

The app allows students to play educational games that focus on di erent parts of the world and the communities in those countries. Jazzy World Tour is speci c to teaching children about the instruments used in many countries, even countries that are not often discussed. The app correlates to the Tennessee Social Studies State Standard 1.SS 1.02.) De ne multiculturalism as many di erent cultures living within a community and state. Through the app, students are taken on a journey to countries many children are not familiar with. For that reason, this app truly enhances the culture experience and opens the door to a fun learning environment. The Melody Book, 2013. Jazzy World Tour â&#x20AC;&#x201C; Learn Music. App Store. Cost: $4.99. Retrieved on Sept. 9, 2020 from https://apps.apple.com/us/app/jazzy-world-tour-learn-music/id630916780 Kids World Cultures â&#x20AC;&#x201C; educational games for travel Kid World Cultures gives students the opportunity and privilege to interact with music and culture of a speci c state or country. This app perfectly aligns to the Tennessee Social Studies State Standard 1.SS 1.02.) De ne multiculturalism as many di erent cultures living within a community and state. Not only are kids interacting with an app that is designed around culture, they are also traveling the world discovering new cultures. A major component in my unit rationale was to discuss how cultures vary across the world, and this app gave students the ability to travel virtually and on the go. Kid World Cultures is also free! Planet Factory Interactive, 2016. Kids World Cultures â&#x20AC;&#x201C; educational games for travel. App Store. Free. Retrieved on Sept. 9, 2020 from https://apps.apple.com/us/app/kids-world-cultures-educational-gamesfor-travel/id988799879 Learn with Mrs. B

Mrs. B o ers catchy and interesting instructional videos explaining content standards in a creative way. She explains speci cally what a need and want is and gives clear explanation as to why. The descriptions and explanations clearly explain the di erence between wants and needs and guide students to understand the di erence in their daily lives. This helps students to not get confused between what they may need and want.

The Di erence Between A Need and Want - For Kids. (2020). [Video]. Retrieved 4 September 2020, from https://www.youtube.com/watch?v=9IqgTGG0ODg. Learning from Others: An Arthur Interactive Comic (Dear Adil) Dear Adil is an interactive comic through PBS learning media. In this comic, Arthur makes assumptions about his pen pal who is from another country. Instead of researching Adilâ&#x20AC;&#x2122;s culture, Arthur uses information that he has not researched and insults his new pal. The social studies practices for second grade focuses on being able to distinguish between fact and opinion and comparing and contrasting multiple sources/viewpoints. This resource refers back to the unit overview of respecting one another in order to have a functioning society. This interactive comic teaches e ective communication, social, and emotional skills. This website includes Tennessee State Standard 2.03 because although Arthur and Adil may live in two separate places they share the same principles, goals, and traditions. By using this interactive resource, I think that students will learn how to avoid disrespecting another person whether they are in their community or not. Standards: 2.03 Distinguish how people from various cultures in the community and nation share principles, goals, and traditions. Social Studies Practices: SSP.01: Media and Technology sources SSP.02: Distinguish between fact and opinion SSP.03: Compare and contrast multiple sources SSP. 04: Compare and contrast viewpoints SSP.06: Understanding relationships between people, places, and resources PBS Learning Media. (24 August 2020) Learning from Others: An ARTHUR Interactive Comic. Retrieved on September 5, 2020 from www.pbslearningmedia.org/resource/aim17-sel-learnfromotherscomic/ arthur-learning-from-others-dear-adil/. Kahoot!

Content Standards: 1.08 Determine the di erence between basic wants and needs, and provide and examples of each. 1.SL.CC.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Kahoot AS. (2020) Kahoot! Play and Create Quizzes (version 4.1.1)[iTunes App, Cost: Free] Retrieved from https://create.kahoot.it/details/wants-needs/1755e0b3-6721-4e81-a3c7-e2d677ad1013. Meet Amazing Americans - America’s Story (From America’s Library) This section on americaslibrary.gov, a website created by the Library of Congress to serve as an educational resource on American History for school-aged children, would align e ectively with Tennessee Social Studies Standard 2.29 (examine the signi cant contributions made by people of the U.S.). Meet Amazing Americans has a wide range of sections for students to explore, including but not limited to: U.S. Presidents, Leaders and Statesmen, Activists and Reformers, and Scientists and Inventors. The page for each gure contains a short biographical paragraph, which employs a reading level on par with second grade reading levels. The website may look a little dated, but it contains lots of valuable and interesting information about U.S. History. Students should also explore di erent sections on the website including games, interactive media, and other great tidbits of American History. The website itself is super intuitive to navigate; students could easily spend hours digging through American Historical content! Library of Congress. (2020). Meet Amazing Americans - America’s Story (From America’s Library. [Website]. Retrieved on September 7, 2020 from http://www.americaslibrary.gov/aa/index.php Nashville Cultural Festival in 2018 This video demonstrates an accurate presentation of the multiple types of dance and art from many cultures around the Nashville area. The video does a great job connecting with the Tennessee Social Studies State Standard 1.SS 1.03.) Compare and contrast family traditions and customs among di erent cultures within a student’s community and state. The Nashville Cultural Festival embraces many di erent cultures and their version of dance around the middle Tennessee area. Throughout the video, students can see Indian tribal dances, the Irish jig, custom Indian dances, as well as mariachi singers, Italian singers, and Mexican tribal dances. This is an informative and fun way to visually understand cultures in a student’s state and community. Ryan J., Oct 9, 2018. 2018 Celebrate Nashville Cultural Festival. YouTube. Retrieved on Sept. 9, 2020 from https://www.youtube.com/watch?v=LBv5w2FamUw National Geographic Kids National Geographic Kids is a good source for students to explore each state within the United States. There is a link for each state for students to look through. Under those links there is information about where it's located, its people, wildlife, fun facts and much more. There is lso information and pictures about the Native Americans. After exploring the website students can play games and take quizzes about

all the information they just learned.

Content Standards: 1.08 Determine the di erence between basic wants and needs, and provide and examples of each.

Quizizz: Play to Learn

2.01 Identify various cultural groups within the U.S. and the studentsâ&#x20AC;&#x2122; community.

Quizizz, Inc. (August 28, 2020). Quizizz: Play to Learn. [Google Play Store, Cost: Free]. Retrieved on September 7, 2020 from https://play.google.com/store/apps/details?id=com.quizizz_mobile Reading A-Z Reading A-Z provides a ordable, easily assessable reading programs online. There are more than 2500 grade-level books o ered through the website. The students will view the book Needs and Wants written by Jordan Fujioka and illustrated by Loretta Lustig on the projector as the teacher reads it to them. After the class discusses the de nitions of need and want and discusses key details through viewing examples, this online book will be displayed on a Chromebook in the ELA center for students to view independently. Content Standards: 1.08 Determine the di erence between basic wants and needs, and provide examples of each. 1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Log In | Reading A-Z. Readinga-z.com. (2020). Retrieved 4 September 2020, from https://www.readinga-z.com/projectable/book.php?id=95&lang=1&type=book. Schoolhouse Rock: The Great American Melting Pot The video titled Schoolhouse Rock: The Great American Melting Pot will be a great introduction and will provide building blocks to the culture standards for second grade. The video introduces the vocabulary term ‘melting pot’ by explaining how ancestors have travelled from other countries to make America their new home. Using this visual aid will be helpful for students who may need additional support along with establishing a clear path for the culture unit. Another goal of having students watch this video would be for students to understand that a majority of our ancestors travelled to the United States and in return, we need to respect and educate ourselves on other’s cultures. Students will learn that respect and collaboration are necessary to achieve and maintain a functioning society. Standards: 2.01 Identify various cultural groups within the U.S. and the students’ community. Social Studies Practice: SSP.01: Media and technology sources

SSP. 05: Understanding that things change over time

TV Uber. (26 February 2013) “Schoolhouse Rock- The Great. American Melting Pot.” YouTube, Retrieved on September 5, 2020 from https://youtu.be/5ZQl6XBo64M SeeSaw Students will practice categorizing items in the appropriate category of a need or want. They will practice computer skills while engaging in distinguishing the di erence between a need and want. This exercise will be done independently with Chromebooks and students will practice with this app a few times throughout the week. This mobile app exercise will also be suggested to families so the students can practice at home. A printed worksheet will also be available for those students who wish to practice without a computer. Content Standards: 1.08 Determine the di erence between basic wants and needs, and provide and examples of each. SeeSaw Learning, Inc. (2020) SeeSaw Class (version 7.4.1)[iTunes App, Cost: Free] Retrieved from https://app.seesaw.me/#/try/prompt/prompt.0db7b199-08c6-4cb9-8a34-34b 95d6433? ref=public_library. Tennessee – History and Culture This article can be found online at iExplore, and it displays information regarding Tennessee’s culture and how multiple cultures developed in and throughout Tennessee. This article connects with Tennessee State Social Studies Standard 1.SS: 1.01) Describe the cultural aspects of a place, including a student’s community and state. Teachers can use this article to become better familiarized with the di erent cultures around Tennessee. In addition, the website can be used for instructional purposes or for more information about the topic. iExplore. Tennessee – History and Culture. Retrieved September 23, 2020, from https://

www.iexplore.com/articles/travel-guides/north-america/united-states/tennessee/history-and-culture

SSP.06: Understanding relationships between people, places, and resources

This web interactive from The International Literacy Association and The National Council of Teachers of English provides students with an opportunity to make their own timelines. It aligns with Tennessee Social Studies Standard 2.31 (analyze and interpret events placed chronologically on a timeline), as it would give students an interactive way to internalize how timelines function. With this tool, 2nd grade students could make timelines of their day, week, year, or period of their life, which would also align with Tennessee Social Studies Standard 2.30 (describe periods of time in terms of days, weeks, months, years, decades, and centuries). Additionally, this resource could be used in conjunction with history lessons, with students placing historical events or gures in order on their own timeline. Unfortunately, with a 2nd grade audience, the instructor might have to spend some time teaching the students how to use the website, as some of the functions arenâ&#x20AC;&#x2122;t the most intuitive. ILA/NCTE. (2020). Timeline. [Website]. Retrieved on September 7, 2020 from http:// www.readwritethink.org/classroom-resources/student-interactives/timeline-30007.html and http:// www.readwritethink.org/ les/resources/interactives/timeline_2/ Touchable Earth Touchable Earth is an interactive website that allows students the opportunity to choose di erent countries to explore. Each link takes students to a page which displays the country's ag, anthem, capital and many other details. There are also videos of other students from that country discussing these topics. This video allows students to see others of their same age and grade and learn about their country while doing so. Other topics such as money, clothes, dances and symbols are also discussed via video by elementary students from that country. 2.01 Identify various cultural groups within the U.S. and the studentsâ&#x20AC;&#x2122; community. 2.02 Compare and contrast the beliefs, customs, ceremonies, and traditions of the various cultures represented in the U.S. 2.03 Distinguish how people from various cultures in the community and nation share principles, goals, and traditions. Touchable Earth Foundation. (2017). Places. Retrieved September 08, 2020, from https://

www.touchableearth.org/places/

Timeline

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447

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NASA. (2020, July 9). The Four Seasons [Image]. Retrieved on November 15, 2020 from https:// www.nasa.gov/sites/default/ les/thumbnails/image/edu_seasons_large.png

Unknown - Weebly Page. (n.d.). Biodiversity and Human Impact [Image]. Retrieved September 1, 2020 from http://katelynscience.weebly.com/biodiversity-and-human-impact.html Wiesel, E. And Wiesel, M. (2008, Nov. 10). Night [Bookcover, Image]. Retrieved on September 25, 2020 from https://www.penguin.com.au/books/night-9780141038995 Yorck Project. (2002). 10.000 Meisterwerke der Malerei (DVD-ROM) [Image], distributed by DIRECTMEDIA Publishing GmbH. ISBN: 3936122202. https://en.wikipedia.org/wiki/Art_of_Europe#/ media/File:Willem_van_Haecht_(II)_-_Apelles_painting_Campaspe_-_2.jpg

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Yumpu. (2020). 3rd Grade Context Clues [Image]. Retrieved on September 1, 2020 from https:// img.yumpu.com/26971059/1/500x640/3rd-grade-context-cluespub.jpg

Unknown. (n.d.). Stories from American History [Image]. Retrieved on September 4, 2020 from http://14lds.com/oldsite/betsy.jpg

UNIT DEVELOPMENT BY CONTRIBUTOR Contributor

Grade

Subject/

Level

Content

Topic

Page

Bolden, Quinton

Math

Solving Word Problems

Bradley, Devonte

Science

Elements and the Periodic Table

Bryant-Roye, Hailee

Science

Earth’s System (Weather)

Carmack, Allison

Science

Ecosystems

218

Crockett, Brianna

Science

Words and Phrases in Text

169

Choral Music

Understanding Fundamentals of

347

Christian, Allen

—-

72 258 9

Choral Music Cummins, Samuel

Social Studies

American History and Chronology

121

Darbashi, Amina

Science

Biodiversity and Human Impact

312

Easter, Laura

Science

The Five Senses Art from European Region

Elder, Amy

—-

Art

Elder, Cody

CTE - Personal Planning and Money Management

24 335 324

Finance Jolley, Kimberly

Social Studies

Di erences between Basic Needs and

Wants Jones, Monica

Math

Comparing the Number of Objects

Keen, Erica

Science

Earth’s System (Seasons)

Langford, Bre’Yonna

English

Figurative Language and Nuance

300

Lekich, Leah

Science

Force and Interactions

284

Miller, Hailey

English

Retelling Stories

Literacy Norman, Priscilla

Math

Fractions

244

Oliver, Gracie

Science

Earth’s Place in the Universe

182

Pennington, Destiny

Social Studies

Culture

133

Phillips, Katelyn

Social Studies

Culture

143

Schroeder, Haily

Social Studies

Multiculturism in Tennessee

107

—-

Instrumental

Quad City Stomp

359

Settles, Bailey

Music

Contributor Smith, Anna (Janine)

Grade

Subject/

Level

Content

Social Studies

Topic Hollow: An Introduction to Genocide

Page 269

and Holocaust Literature through Science Fiction Story, Alantaâ&#x20AC;&#x2122;

Math

Representing Adding & Subtraction

Thomas, Montavious

Math

Multiplication and Division

194

English

Opinion Paragraphs in the Writing

157

(Ortez) Way, Justice

Language Arts Process Williams, Kobie

Math

Multiplication

204

Woodard, Taylor

Science

Renewable and NonRenewable

231

Resources

Fall 2020 Technology Integration eBook

Articles inside

Multiplication

Multiplication and Division

Earth’s Place in the Universe

Words and Phrases in Text

Opinion Paragraphs in the Writing Process

American History and Culture

Culture

Multiculturalism in Tennessee

The Differences between Basic Wants and Needs

Retelling Stories

Comparing the Number of Objects

Earth’s System - Weather

Solving Word Problems

The Earth’s System

The Five Senses

Representing Adding & Subtracting