Multiplication

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 difficult for these learners when trying to say multiplication facts fluently. Multiplication may be difficult 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 fluency. 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.

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.

Analyze learners Name: Kobie Williams Subject Area(s): Mathematics

Duration of Lesson: 50 minutes Grade Level: 3rd grade General Characteristics

In the third-grade class at Gower Elementary School, there are thirteen students- which 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 fluent 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.

State Standards & Objectives

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.)

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 Func1ons: 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.

Select instructiona l methods, media, and materials

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

•Smart board

•Manipulatives (to provide examples)

•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 file]. 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)

Utilize media and materials Preview the Multiplication Mash Up Video

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 off 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 learner participatio n After the instructional period using the Nearpod lesson is over, students will work independently on 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 proficient 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.

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 effort 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 reflects 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 proficiency 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 effort with completing their group evaluation sheets for each member, the work that was completed in the OneDrive assignment, the student’s role in their presentation. The student’s work will document the student’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).

OneDrive Evaluation

Neatness & Organization

Context 4 3 All Most materials material are neat, s are and all neat, informatio and n is easy to most understand informa tion is easy to underst and. Subject Subject area underst mastery is anding demonstra is ted demons through trated final chart. through final chart. 2

Some material s are neat, and some informa tion is easy to underst and. Subject underst anding is not demons trated through final chart. 1 Score Material s are not neat, and informa tion is not easy to underst and. Final chart demons trates lack of underst anding of subject area.

Illustrations/ Diagrams Illustration Illustrat s/diagrams ions/ are clear, diagram accurate, s are and in the mostly correct clear, column. accurate , and in the correct column. Some Illustrat illustrat ions/ ions/ diagram diagram s are s are not clear, clear, accurate not , and accurate may/ , and may not may/ be in may not

Group Evaluation Rubric area mastery is demonstrat ed through final chart. are clear, accurate, and in the correct column. the in the correct correct column column. with things missing

Context

Illustrations/ Diagrams Subject

Illustration s/diagrams .

Subject understand ing is demonstrat ed through final chart.

Illustration s/diagrams are mostly clear, accurate, and in the correct column. Subject Final chart understand demonstrat ing is not es lack of demonstrat understand ed through ing of final chart. subject area. Some Illustration illustration s/diagrams s/diagrams are not are clear, clear, not accurate, accurate, and may/ and may/ may not be may not in in the the correct correct column. column with things missing.

Media Share Resources

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-flash-cards/ id929492658

This application provides math flashcards for each math operation. This will provide students with easy access to multiplication flash 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’ fluency 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 specifically for multiplication. This tab will provide different 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

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 find the correct products of the multiplication problem, they will help different 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 file]. 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 fluently sing their math facts. There is a specific 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 find 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 file]. 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 different 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 fluent and confident 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 ×

7.

FOURTH GRADE

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Contributor: Allison Carmack Sample NearPod Lesson

In this unit, fourth grade students will learn about the different ecosystems as well as benefits 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 benefit in forming groups in different ecosystems. However, they did not learn about the difference between all of the ecosystems and all of the benefits 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 different ecosystems and what they have learned about them. These activities will help the students learn about the different ecosystems and the benefits that come within each of them. It is important to for students to learn about different ecosystems because it develops more knowledge about the world around us and they are able to identify different 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 reproduction chiefly 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 effects 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

Name: Alli Carmack

Duration of Lesson: 60 minutes Subject Area(s): Science Grade Level: 4th

In my fourth-grade class at Beech Elementary School, there are 21 students- which 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 fluent with the English language.

Curriculum Competencies

To complete this lesson, students will work in groups and need to know the different ecosystems as well as benefits 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.

4.LS2: Ecosystems: Interactions, Energy, and Dynamics

1) Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly 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 effects 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 effective 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 find 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.

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.

Select instructional methods, media, and 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***

●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 off 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 different 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 find it, animals and food chains, and plants.

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 find 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 find 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 proficient 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.

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 effectively. 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 find it, animals and food chains, and plants. My classroom has 4 students with 504’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:

•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 find in your ecosystem? Talk about food chains.

•What plants can you find 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

Organization

Group Participation

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

Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Project is accurate and interesting. Included relevant information about the topic. Project is accurate. Included relevant information about our topic. Some information is logically sequenced. Information is not accurate and does not fulfill a purpose.

Student(s) struggle to understand the content.

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

Project is accurate. Included little to no relevant information about our topic. Project is inaccurate. Did not include relevant information about our topic.

Capitalization and Grammar 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 it’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 effectively 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 different habitats. In this app, it has three different modes for students to use. The first 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 you’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 effectively 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 student’s attention and get them excited about learning about the different ecosystems. This video is great for your visual and auditory learners as well! The students will be able to see what the different 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 effectively 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 offers a variety of games students are able to play and learn not only about their ecosystems, but many different factors that occur as well. Through these different 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!

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 effectively 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 student’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 effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

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 “World Biomes and Ecosystems” offers in depth information about what ecosystems and biomes. In this website, it provides hyperlinks to different types of biomes, cycles that occur within the ecosystems, and activities to help students gain more knowledge about different biomes and what is different 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 effective 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.

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 affect 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 off 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 affect 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 affect the land and ocean in positive and/or negative ways.

ASSURE Lesson Plan

Effects of Farming and Mining

Name: Taylor Woodard Subject Area(s): Science Duration of Lesson: 60 min Grade Level: 4th

Analyze learners 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 proficient 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 affects 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 objectives

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

Language Objective

Key vocabulary: farming, mining, fossil fuels, runoff, 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 findings to the class.

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

Select instructional methods, media, and materials •20 copies of the checklist and rubric (student centered)

•20 pencils (student centered)

•Dry erase board (teacher centered)

Technological Materials

•Video: Big River: A King Corn Companion: Agricultural Runoff 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-runoff-and-the-gulf-of-mexicodead-zone/ (student centered)

•Video: O'Brien, M. (2017, May 05). How Mountaintop Mining Affects Life and Landscape in West Virginia. Retrieved August 31, 2020, from https:// www.scientificamerican.com/article/how-mountaintop-mining-affects-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 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 off 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 find other resources as needed to compose two paragraphs discussing how farming or mining can affect the land or ocean in positive or negative ways on Google Docs.

•Partners will share their papers with teacher through Google Docs and present findings to the class.

Require learner participation After the introduction of the lesson, students will be split into their groups (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 affect 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 offering examples. If this does not clear the confusion, provide the student with clarification 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.

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 affects 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.

•Be at least two paragraphs.

•1st paragraph explains what the issue is.

•2nd paragraph discusses how it affects 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 Above CATEGORY Standards Focus or Thesis The thesis Statement statement names the topic of the essay and outlines the main points to be discussed. Capitalization & Author makes Punctuation no errors in capitalization or punctuation, so the essay is exceptionally easy to read. 3 Meets Standards The thesis statement names the topic of the essay.

Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read. 2 Approaching Standards The thesis statement outlines some or all of the main points to be discussed but does not name the topic. 1 Below Standards The thesis statement does not name the topic AND does not preview what will be discussed.

Author makes a few Author makes errors in several errors in capitalization and/ capitalization and/or or punctuation that punctuation that catch the reader\'s catch the reader\'s attention and attention and interrupt the flow. interrupt the flow.

Evidence and Examples

Grammar & Spelling

Group Participation

Content All of the Most of the evidence At least one of the evidence and and examples are pieces of evidence examples are specific, relevant and and examples is specific, relevant explanations are relevant and has an and given that show how explanation that explanations are each piece of shows how that given that show evidence supports the piece of evidence how each piece author\'s position. supports the of evidence author\'s position. supports the author\'s position. Author makes Author makes 1-2 Author makes 3-4 no errors in errors in grammar or errors in grammar grammar or spelling that distract or spelling that spelling that the reader from the distract the reader distract the content. from the content. reader from the content. Almost always Usually listens to, Often listens to, listens to, shares shares with, and shares with, and with, and supports the efforts supports the efforts supports the of others in the of others in the efforts of others group. Does not group but in the group. cause \\\"waves\\\" sometimes is not a Tries to keep in the group. good team member. people working well together. Includes all Includes at least 90% Includes at least information of the information on 80% of the listed on the the checklist. information on the checklist. checklist. Evidence and examples are NOT relevant AND/OR are not explained.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Includes less than 80% of the information on the checklist.

Media Share Resources

This video is a great resource that teachers can use to show the effects 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 affect 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 affects marine life. Students will learn that the algae that is formed due to runoff 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 runoff from their cornfield in Iowa all the way to the Gulf of Mexico to see first-hand what fisherman are experiencing due to the lack of shrimp where they fish. Students will be intrigued by the video and learn the negative impacts of farming on the ocean.

Big River: A King Corn Companion: Agricultural Runoff 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-runoff-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 affect 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 affected 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

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

How Mountaintop Mining Affects Life and Landscape in West Virginia In this video, students will watch a real news report of how mountain top mining affects 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 affect 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 Trump’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 Affects Life and Landscape in West Virginia. Retrieved August 31, 2020, from https://www.scientificamerican.com/article/how-mountaintop-miningaffects-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

(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/

FIFTH GRADE

245

Contributor: Priscilla Norman Sample NearPod Lesson

In this unit fifth 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 different 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 different 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 different 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 a fraction by a fraction.

Analyze learners Fractions

Name: Priscilla Norman

Subject Area(s)Mathematics

Duration of Lesson: 30 Minutes. Grade Level: (5th General Characteristics

In the fifth 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 fluent 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 & NETS*S objectives

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 difference of fractions with like denominators.

ISTE Standard : 1-Empowered Learner

1.a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

Behavioral Objective:

Given the app to download, the students in the fifth grade will practice adding and subtracting fractions on different worksheets within the app. The game will give different 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.

Select instructional methods, media, and materials •8 Blank sheets of paper for student to work in a group setting (student centered)

•8 pencils (student centered)

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)

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 different 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 participation After the instruction on how to use the technology, students will be broken up into 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 proficient, 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 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 effort 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 proficiency 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 effort 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 effort 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 reflect 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.

CATEGORY Mathematical Terminology and Notation

Diagrams and Sketches

Completion

Working with Others

Total 4 3 2 1 Correct terminology Correct Correct There is little use, or and notation are terminology terminology and a lot of inappropriate always used, and notation notation are used, use, of terminology making it easy to are usually but it is sometimes and notation. understand what used, making it not easy to was done. fairly easy to understand what understand was done.

Date Created: Nov 14, 2020 08:36 pm (CST) Diagrams and/or Diagrams and/ Diagrams and/or Diagrams and/or sketches are clear or sketches are sketches are sketches are difficult and greatly add to clear and easy somewhat difficult to understand or are the reader's to understand. to understand. not used. understanding of the procedure(s). what was done. All problems are All but one of All but two of the Several of the completed. the problems problems are problems are not are completed. completed. completed. Student was an Student was an Student cooperated Student did not work engaged partner, engaged partner with others but effectively with listening to but had trouble needed prompting others. suggestions of listening to to stay on-task. others and working others and/or cooperatively working throughout lesson. cooperatively.

/16

Media Share Resources

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 difference 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 different 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 difference 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 different 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 definition 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 difference 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 “Start the school year off right!” Offers math practice for k-5 grade. Offers 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 difference 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.

Fiffth 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

This visualfractions.com website titled “Learn Fractions with Visual Models” offers 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 difference 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 effectively. 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 difference 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

SEVENTH GRADE

257

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 difficult for students because of the organization and labeling that will be involved with it. This may make it difficult for visual and auditory learners in the course. As an educator, I will change these affects 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 differences between each element. Students having an understanding of the periodic table is important because they will be able to decipher between different 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 to identify a sample of matter.

Name: Devonte Bradley

Duration of Lesson: 45 Minutes

Subject Area(s): Science Grade Level: 7th Grade

Analyze learners Periodic Table

General Characteristics

In the seventh grade class at Haynes Middle School, there are twenty five students which include fifteen 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 fluent 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 & NETS*S objectives 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.

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, Coefficient, 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 classification. The groups of students will then complete the practice classifications 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 word wall inside of the classroom.

Select 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 file]. Retrieved September 7, 2020, from https://www.youtube.com/watch? v=tc9tEUqUmKw 9.

(student centered)

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

Printer with ink and paper (student centered)

Computer for video (teacher centered)

Promethean Board to display video (teacher centered)

Promethean Board for examples (teacher centered)

Periodic Table Poster (teacher centered)

Dry erase makers ( student centered)

Utilize media and 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 (Periodic Table Video)

Add the vocabulary terms to the word wall

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

Have 5 group ready for students to be placed in

Grouped students will work together to complete the periodic table practice

Students will complete all 15 problems of the periodic table practice

Require learner participation After the initial instruction on periodic table, students will then be broken into 5 groups (5 groups of 5). The each student in the group will then be provided with a 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 student’s scores from the lesson. Once completed the students will then go back to their periodic table practice and place finishing 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 proficient 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.

Evaluate and 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 difficult time meeting the objective then the educator will stop the group work and readdress the lesson. If a student does not meet the proficiency 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 group’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 affect the student’s daily participation grade. The students work will show their ability to use the periodic 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 student’s ability to operate a computer and choose the correct answer on KAHOOT.

Media Share Resources

KAHOOT

Kahoot is a mobile source that will be a great resource for scholars. This resources offers multiple games and quizzes for periodic table. This mobile app also allows for students to play the games in groups and

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

Stem, B. (Director). (2015, November 10). Learn the Basis of the Periodic Table [Video file]. 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 difficulty 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 file]. Retrieved September 7, 2020, from https://www.youtube.com/watch?v=O-48znAg7VE

The website Brainpop.com website title “Sortify: Elements of the Periodic Table” give scholar the opportunity to sort each element into different 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 different categories. This is an interactive game that will help row scholars mindsets and ability to truly understand the different 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 HOLOCAUST 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-fiction 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 field trips, reading both fiction and non-fiction texts, discussions, and writing responses. These experiences will provide students with the opportunity to practice caring, respectful, and thoughtful discussion on the difficult topic of genocide; to gain context 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 difficult 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 significant 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 effectively 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 clarifies 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 proficiently, with a gradual release of scaffolding 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

An ASSURE Lesson Plan

Name: Anna Janine Smith

Duration of Lesson: 1 hour Subject Area: English Language Arts

Grade Level: 7th

The 7th grade class consists of twenty-eight students, thirteen boys and fifteen 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 proficient 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 define 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 first read of any specific 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.

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 Objectives ISTE.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.

7.SL.CC.2 Analyze the main ideas and supporting details presented in diverse media formats; explain how this clarifies 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, Classification, Symbolization, Discrimination, Dehumanization, Organization, Polarization, Preparation, Persecution, Extermination, Denial,

Academic Language Functions:

In their Wakelet, students will paraphrase the provided definition for their assigned stage of genocide. Students will also identify 8-10 key words (sourced from the definition, “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 defined.

Select Instructional Methods, Media, and Materials

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

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 Classification 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 file]. 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 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

Require Learner Participation After giving the introduction and providing students with a basic overview of 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 first minute or two dividing up their tasks among their group members. Then, they should dive into research. One student will probably be paraphrasing the definition, 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 specific 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 (classification, 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 finishing 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 reflection assignment as Wakelet integrates directly with Flipgrid.

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 finished 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 finished product, and they should be able to identify at least one specific 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 proficiency 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 difficult for their group to complete their work. The latter should be noted in the student’s participation grade.

Summative Assessment:

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 clarifies 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 specific 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 clarifies 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.

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

Attitude

Focus on the task

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

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

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

Provides work of the highest quality. 3 Usually listens to, shares, with, and supports the efforts 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).

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

Provides high quality work. 2 Often listens to, shares with, and supports the efforts 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. 1

Rarely listens to, shares with, and supports the efforts 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.

Summative Assessment Rubric:

Multimedia Project : Summative Assessment for "Hollow" Wakelet

Student Name: ___________________________ _____________

CATEGORY Quality of Information

Requirements

Artifact Selection

Organization

Sources 4

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

Images, videos, key words, and quotes are well-selected, relevant, and clarify the topic for the reader.

Content is well organized using headings or bulleted lists to group related material.

Source information collected for all graphics, facts and quotes. All documented in desired format. 3

Includes essential knowledge about the topic. Subject knowledge appears to be good. 2

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

Content is minimal OR there are several factual errors.

All requirements are met.

Images, videos, key words, and quotes are relevant to the topic.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Source information collected for all graphics, facts and quotes. Most documented in desired format. One More than one requirement requirement was not was not completely met. completely met. Images, videos, Images, videos, key key words, and words, and quotes quotes are may be irrelevant to usually relevant, the topic or missing but sometimes from the submitted unrelated to the assignment. specific topic. Content is There was no clear or logically logical organizational organized for structure, just lots of the most part. facts.

Source Very little or no information source information collected for was collected. graphics, facts and quotes, but not documented in desired format.

Media Share Resources

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 specific topic. The tour provides important context for the American perspective as Nazi Germany progressed towards genocide; this includes how the United States made it difficult for refugees to immigrate, anti-Semitism and Racism in the US, and the effect 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 reflection 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 five, 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.

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

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

This app from Google provides the opportunity for students to take virtual field 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 difficult 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 affect 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 different 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 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/

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 significance 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 affected real people. The app also provides optional guided questions, which students can answer to check for comprehension and confirm 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

EIGHTH GRADE

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Contributor: Leah Lekich Sample NearPod Lesson

In this unit, eighth graders will investigate forces and interactions. Students may not yet understand the difference 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 different speeds with different 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 difference of force needed for different 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 different 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.

Newton’s Laws of Motion- Observing Balanced/unbalanced forces

Name: Leah Lekich Subject Area(s): Science Duration of Lesson: 2-3 days Grade Level: 8th

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 students’ 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 differentiation. The other students are proficient 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 student’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 different assessments. One is for EL or IEP students and one is for all other students.

Curriculum Competencies

Students learned about forces specifically balanced/unbalanced forces in the fifth 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 objectives Cite the appropriate Tennessee or Common Core Standards and NETS* Student 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 different 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 different 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 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 differentiated 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 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 definition in Nearpod activities.

Require learner participation 1 Teacher will provide a detailed explanation of the virtual lab- students will focus 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 assignment- vocabulary 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 different scenarios from the lab and they will state if the motion is balanced/unbalanced and explain their reasoning.

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 final 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 specifics 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 differentiated 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 find 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.

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 find 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 Movement

Same size, same placement on rope. Actual Movement Sum of Forces

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

a. Place 2 people that are the same size different 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 Movement

Same size, different placement on rope. Actual Movement

(none, left, right) Sum of Forces

(0, x-left, x-right)

TASK 3

a. Place 2 people that are different 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 Movement

Different size, same placement on rope. Actual Movement

(none, left, right) Sum of Forces

(0, x-left, x-right)

a. Place 2 people that are the different sizes different 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.

Different size, different placement on rope. Predicted Movement Actual Movement

(none, left, right) Sum of Forces

(0, x-left, x-right)

Lab Report : PHET simulation Forces and Motion Virtual Lab

Teacher Name: Ms. Lekich

Student Name:

CATEGORY Spelling, Punctuation and Grammar 4 3 2 One or fewer Two or three Four errors in errors in spelling, errors in spelling, spelling, punctuation and punctuation and punctuation and grammar in the grammar in the grammar in the report. report. report. 1

More than 4 errors in spelling, punctuation and grammar in the report.

Experimental Hypothesis

Data

Analysis Hypothesized Hypothesized relationship relationship between the between the variables and the variables and the predicted results predicted results is clear and is reasonable reasonable based based on general on what has been knowledge and studied. observations. Professional Accurate looking and representation of accurate the data in tables representation of and/or graphs. the data in tables Graphs and and/or graphs. tables are labeled Graphs and and titled. tables are labeled and titled. The relationship The relationship between the between the variables is variables is discussed and discussed and trends/patterns trends/patterns logically logically analyzed. analyzed. Predictions are made about what might happen if part of the lab were changed or how the experimental design could be changed. Hypothesized No hypothesis relationship has been stated. between the variables and the predicted results has been stated, but appears to be based on flawed logic. Accurate Data are not representation of shown OR are the data in inaccurate. written form, but no graphs or tables are presented.

The relationship The relationship between the between the variables is variables is not discussed but no discussed. patterns, trends or predictions are made based on the data.

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 offers “personalized learning resources for all ages.” Students will engage in different 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 8th 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.

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 offers 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 8th 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.

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

ELEVENTH GRADE

299

Contributor: Bre’Yonna Langford Sample NearPod Lesson

In this unit eleventh grade students will be learning how to properly identify figurative language and nuance within the context of written works. They will interpret figures of speech and analyze the figures of speech within a text. Students may have trouble deciphering the different kinds of figurative language. They may also struggle with pinpointing figures of speech in their text. This unit may be difficult for English language learners since figurative language may not translate well, or at all, to the student’s first 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 efficiently, 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 figurative language by the end of the unit. It is important for the students to understand how to identify figurative 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 figurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret figures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations.

Analyze learners

ASSURE Lesson Plan Template Figurative Language Learning

Name: Bre’Yonna Langford Subject Area(s): English Duration of Lesson: 60 minutes Grade Level: 11th

In the eleventh grade class at Warren High School there are nineteen students, 8 males and 11 females. Six of the students are English Language Learners, but all 6 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 fluent 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 influence 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 first lesson in this unit, so while student’s may have heard the phrases being used in this lesson, this should be the first time they are being introduced to this material.

State & NETS*S objectives 11-12.L.VAU.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret figures 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 figurative language, the eleventh grade students will create their own unique skit which will incorporate the figurative language learned in the lesson, and perform it in front of the class in order to demonstrate their knowledge of figurative language.

Language Objective:

Key vocabulary: simile, metaphor, hyperbole, personification, figurative.

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 figurative 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 figurative 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 finish in class.

Select 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 Personification 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 Briefly 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 Personification 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

Require learner participation Students will enter and immediately see an activity on the board that corresponds with the upcoming lesson. They will do the activity silently, after 5 or 6 minutes we will briefly 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 final portion of this lesson requires the students to fill out an exit slip which will assess what they learned during this lesson.

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 influence 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 goofing off 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 I’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 figurative language terms

Use of all group members Creativity Total Student helpfulness Student’s Role in the skit Total 9 The group used at least 10 of the figurative language terms from the lesson The group created a unique and entertaining skit for the class /27 5 The student came up with their fair share of figurative language terms for the skit /10 6 The group used at least 7 of the figurative language terms from the lesson The skit was vaguely entertaining or unique 3 USED) The student came up with some figurative language terms, but not enough 3 The group used at least 5 of the figurative language terms from the lesson or entertaining, but not both 2 The student came up with hardly any figurative language terms for the skit

0 The group used less than 5 of the figurative language terms from the

All group members 3 group members 2 group members Only 1 group were utilized in the were utilized in the were utilized in the member was skit skit skit utilized in the skit

The group came up The skit was with a skit that neither unique nor was either unique entertaining

Student Grading Rubric

The student The student The student barely participated and contributed some contributed any contributed ideas ideas, but not as ideas for the skit. 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 NOT USED) USED) WERE NOT

lesson 0

The student did not contribute any ideas for the skit at all.

The student did not come up with any figurative language terms for the skit

Media Share Resources

Figurative Language Lite

Figurative Language Lite is a great app for students learning to identify figurative 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 figurative language. This app is designed with older students in mind and enables students to practice their use of figurative 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/figurative-language-lite/id501656964

11-12.L.VAU.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret figures 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 figurative language. The webpage is comprised of 20 multiple-choice questions designed to test the students on various figurative 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/figurative-language

11-12.L.VAU.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret figures 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 they’re in the classroom or not. This specific webpage, Grammar: Figurative Language Quiz, is designed to allow students to self-assess in order to see what they know when it comes to figurative language. The page consists of a multiple-choice quiz where the students are given a figure 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/figurative_language/quiz3369.html

11-12.L.VAU.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret figures 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 difference between different kinds of figures of speech and how to properly identify them. The app contains 58 pages of lessons explaining each figure of speech based on resemblance, contrast, or difference, association, imagination, indirectness of speech and sound along with examples. This app gives students a chance to improve their knowledge of figurative language by providing tests and quizzes specifically designed to assess the student’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-figures-of-speech/ id358133511

11-12.L.VAU.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret figures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations.

Figurative Language is a great video to help students understand the different kinds of figurative language. The video describes the five basic kinds of figurative language in-dept while also giving detailed examples. This video is valuable to students because it provides them with a basic introduction to figurative 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 figures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations.

Metaphor, Simile, Personification, Hyperbole | Figurative Language Lesson

Metaphor, Simile, Personification, Hyperbole | Figurative Language Lesson is a great resource for older students looking to get an introductory guide to the world of figurative language. The video gives basic examples of figurative 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 figurative language is, and what it is used for without overwhelming them with too many different types of figurative language.

Mineola Creative Content. (Account Holder). (2019). Metaphor, Simile, Personification, 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 figurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret figures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations.

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 find it difficult 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 influence students to make conscious decisions in their day to day lives to better earth’s biodiversity. Students will have the opportunity to take virtual field 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 effectiveness 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.

Unit Opening Commercial

Name: Amina Darbashi Subject Area(s): Ecology Duration of Lesson: 60 Minutes Grade Level: 10th-12th Grades

Analyze learners Biodiversity Virtual Lab In the ecology class at Hunters Lane High School, 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 proficiency 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 influences planning as all assignments are to be completed in class and no homework is required. If students are unable to finish assignments during class, they are able to use free time in other days when lessons finish 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 affects 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 & NETS*S objectives ECO.ESS3:1 Earth and Human Activity Research and evaluate the effectiveness 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 influences 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 instructional methods, media, and materials Utilize 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/biodiversity-

ecology/ (student centered) Excel sheet link provided in Schoology (student centered)

• Printer (teacher centered) Preview and Prepare Materials

●Handouts printed day before lesson

●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 learner participation After instructions students will work independently and begin the virtual lab tutorial. Once the tutorial 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 modifications and record their finding. Once the simulation is complete and all modifications have been run through 3 times with recorded observations, the student will construct a PEEL paragraph referencing their findings. Once completed, students may create their own modification on the virtual lab simulator and observe changes in biodiversity or they can assist students who are having difficulty 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 throughout the lesson.

Evaluate and 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 modifications were accurately made and recorded. Feedback will be given on students excel sheet. Feedback can range from asking student to review specific modifications and trials again to telling students how well they modified 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 findings 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 reflect on their observations through their writing. The student’s work will document the student’s ability to research and evaluate the effectiveness 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.

Point

Evidence

Explanation

Link 4 (10pts 3 (8pts each) each) Point/Claim Point/ is logical Claim is and reasonable thought- and provoking. accurate. Shows complex thinking. Includes Includes specific general evidence info from from virtual text to lab that support keenly idea. supports original claim. Builds a Includes strong, reasonable logical explanatio argument/ n to show train of how thought, evidence fully supports explaining point. idea and how evidence supports point. Presents Presents more than general one well- connection designed s to real connection world to real world situations situations of of biodiversity. biodiversit y. 2 (6pts 1 (4pts each) each) Point/Claim Point/Claim is unclear or is missing or overly inaccurate. simplistic.

Evidence is confusing or better evidence needed to support idea. Evidence is missing or is inaccurate.

Explanation is weak or confusing or not developed. May fail to connect evidence to point. Explanation is missing, inaccurate, or makes no sense.

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.

Media Share Resources

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 effects biodiversity. The video uses three different 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 effectiveness 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

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 field 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

Research and evaluate the effectiveness 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 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 different 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 effectiveness 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 scientific 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

Seek by Inaturalist

Seek is an app that allows individuals to take a picture of a living organism and identifies 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

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 effectiveness of public lands (state parks, national parks, wildlife refuges, wilderness areas) in sustaining biodiversity

Preshoff, Kim, director. Why Is Biodiversity So Important. Youtube, TedEd, 20 Apr. 2015, www.youtube.com/watch? v=GK_vRtHJZu4&t=1s

TWELFTH GRADE

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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 firsthand 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 financially responsible as they begin their careers and start planning for their financial future.

Studying and applying budgeting and personal financial 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 calculate net worth for an identified career.

Budgeting for Desired Career Path

Name: Cody Elder Subject Area(s): Business Education / Personal Finance Duration of Lesson: 45 minutes Grade Level: 12th grade

Analyze learners There are 25 students in the 12th grade personal finance 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 first 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 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 reflects 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 effective 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 findings. 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

Select instructional methods, media, and materials Kapoor, Jack R., et al. Personal Finance. McGraw-Hill Education, 2020.

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

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 first 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.

Require learner participation

Evaluate and revise Students can work in pairs to research 2 prospective career salaries and education requirements (each student will prepare a spreadsheet with 2 careers). With their salary information, they will fill 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 findings 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 differences between these careers.

Formative Assessment (Process):

Students can be observed while they conduct their research and input their findings into excel.

Students will demonstrate their understanding through presenting their findings 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 reflect on their findings during the discussion.

Media Share Resources

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 finance and meets the personal finance standards number 1) Define the concept of personal finance. Consider how personal finance concepts fit into key life events or stages and explain the importance of personal financial 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 identified 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 finance standards number 1) Define the concept of personal finance. Consider how personal finance concepts fit into key life

events or stages and explain the importance of personal financial 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 identified 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/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 finance 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 identified 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 finance 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 finance 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 identified 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. This will may be the students first experience working with spreadsheets. This app can assist in meeting the personal finance 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 identified 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 finance. 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 first 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 finance standards 1) Define the concept of personal finance. Consider how personal finance concepts fit into key life events or stages and explain the importance of personal financial 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 identified 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 finance standards under Financial Responsibility and Personal Decision Making:

1) Define the concept of personal finance. Consider how personal finance concepts fit into key life events or stages and explain the importance of personal financial 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 identified career.

https://www.tn.gov/content/dam/tn/education/ccte/fin/cte_std_personal_finance_21.pdf

ART

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Apelles painting Campaspe, an artwork which shows people surrounded of fine art; by 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 first time that students are exposed to artwork from a different culture and they may not understand the differing values, beliefs and lifestyle. Students will learn about art from the European region through critical analysis and interpretation, interactive examples, virtual field 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 different 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 influenced by understanding the time and place in which it was created, the available resources, and cultural uses.

8.VA.Cn2.A Distinguish different ways art is used to represent, establish, reinforce, and reflect group identity.

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 influenced 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 influence artwork.

Language Objective:

Key Vocabulary: culture, European, art, influence, resources, tools, history, ability, time period, available, expression

Select instructional methods, media, and materials ●16 handouts for students to work in pairs.

●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***

Utilize media 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 find virtual tour.

●Students will work with a partner on one tablet and one handout.

●Students will fill out handout based on information received.

●Model example response.

Require learner participation After the instruction on how to use the 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 finish early, they may continue to virtually walk around the museum to view other exhibits. The final portion of this lesson will involve student pairs finding another pair to “talk pair share” their findings. 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.

Evaluate and 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 findings. 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 partner’s learning. The formative assessment will take place as the pair is working together to located pre-historic art in the museum, fill 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 effort 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 specific direction, and analyze findings. The student’s work will document the student’s ability to analyze how responses to art are influenced 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

Media Share Resources

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 Quizzes

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/id1131203560

Metropolitan Museum of Art

The Met website features key resources for middle school teachers to find 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 different type of artwork. The website has an audioguide feature that walks students through different exhibitions. This feature is exceptionally beneficial 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.

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 different 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

MUSIC

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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 field 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.

VM.Cn2.A Demonstrate understanding of relationships between music and other disciplines, history, varied contexts, and daily life.

Analyze learners Note Name Basics (Bass Clef Notes)

Name: Allen Christian Subject Area(s): Music

Duration of Lesson: 30 Minutes Grade Level: 6th General Characteristics

In the sixth grade class at Moses Mckissack Middle School, there are twenty-two students- which 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 fluent 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 staff. 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 & 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: Staff, 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 differences and similarities between the notes Treble and Bass Clef. After the completion of their practice task, the students will submit their structured practice work.

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 media and materials Prepare the MEDIA, MATERIAL, LEARNER and CLASSROOM

Preparation for media and material were too make sure the link for Nearpod works and is active. As well as, make sure the students’ 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 difference 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 learner participat ion After the instruction on how to use the technology. The students will then be asked to have a pencil and composition book to take notes. Then, students will start directly on the bellringer on Nearpod. From there the students will be instructed to label a staff 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 staff. The students will then complete an interactive draw it activity where the students will fill in the correct music alphabet to the correct note on the Bass staff to evidence mastery by completion. Once completed, the students may continue to review and ask questions, until the whole class is finished. 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 effort 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 staff, 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 revise

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 staff. As the group of students use the student centered technology software, Nearpod as the students are working within the different 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 proficient 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 proficient mastery level for the standard and objective.

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 staff, notes, and pitches on the Bass Clef. The students’ effort of completing the activities and assessment will show as a testament to their ability of mastering of the objectives and state standards.

Basic -1 Proficient-2 Advanced-3

Vocabulary Terms of

Bass Clef Bass Clef Notes Recognition Matching the Bass Clef notes to the lines and the spaces of the Student is unable to identify, define, or write vocabulary terms of

Bass Clef. Student is unable to identify or recognize Bass Clef Notes. Student is unable to match Bass Clef notes to the lines and spaces of the Student is able to identify, define, and write vocabulary terms of Bass Clef. Student is able to identify, list and recognize Bass Clef Notes. Student is able to match help from peer or teacher. Student is able to identify, define, write, and make connections with vocabulary terms

of

Bass Clef. Student is able to identify, recognize, list and pair

staff.

staff. Bass Clef Notes. Student is able to

Bass Clef notes Bass Clef notes to the lines and to the lines and spaces of the spaces of the staff without staff confidently. match

Demonstrate Student is Student is able Student is not an unable to to demonstrate only able to understanding demonstrate an demonstrate an of knowledge an 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. showcase without help demonstrate from peer or more creativity teacher. 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? v=FngUEjwsZM0&t=5s

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 different musical exercises that every choral student needs including, rhythmic dictation, melody dictation, chord progression, scale identification, 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 first 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.

Soundfly (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

Music First

This website musicfirst.com has different 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 offers 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 specifically 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.musicfirst.com/online-classroom/musicfirst-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 fulfilment 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 musician’s reading skill. This app includes lesson/ exercises that will train students to read music more efficiently. 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 first standard VM.P2.A. where students will be able to demonstrate their proficiency 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

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 difficult technical skills. This grade 3 piece may be challenging because of the usage of counter-melodies and difficult 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 students’ individual and ensemble-based musicianship.

By applying required skills and practicing methods in the study and performance of Quad City Stomp, the students will fulfill TN Academic Standards for Fine Arts in Grade 9-12 instrumental music.

HS4.IM.P2.B Demonstrate fundamental control, technical accuracy, range, and fluency 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 fingerings, percussion sticking, bowing, and elements related to manual dexterity. Perform 12 major scales, a chromatic scale, and 40 standard rudiments from memory.

HS4.IM.P2.D Develop and apply strategies to address technical and expressive challenges in a varied repertoire of music. For example: evaluate and refine their success using feedback from teachers, ensemble peers, professional recordings, and other sources.

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.

ASSURE Lesson Plan

Quad City Stomp (Intro and Opening Section- Measures 1-73)

Name: Bailey Settles Duration of Lesson: 90 min. Subject Area(s): Wind Ensemble

Grade Level: 10-12

Analyze learners The high school Wind Ensemble contains 52 students in grades 10-12. There are 27 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), flute (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 fluent in English. There are 5 ESL students (Mandarin, Spanish, Hindi are their first languages), but all are fluent and proficient 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: proficiency 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.

State & NETS*S objectives HS4.IM.P2.D Develop and apply strategies to address technical and expressive challenges in a varied repertoire of music. For example: evaluate and refine 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 specific musical components, regarding note accuracy, rhythm, tone quality, and /or dynamics, that need to be individually improved upon in “Quad City Stomp” 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 identifies specific 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 instructional methods, media, and materials I will need the Soundcorset app to demonstrate how to use the app, a conductor’s score of “Quad City Stomp”, conductor’s notes, a pencil, a computer with proper sound equipment or a phone and speaker with an auxiliary cord or bluetooth setting to play the recording for the class, wifi, data or internet access, and 60 copies of the rubric for this lesson.

The students will need their own piece of music, the Soundcorset app, a tablet or smartphone, data, wifi 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 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 conductor’s score with notes on conductor’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 today’s rehearsal.

Require learner participation After instruction and demonstration of the app, students will have an opportunity to ask questions. After questions have been answered, I will instruct the students to make sure they are recording the rehearsal. We will first play through measures 1-73 of “Quad City Stomp” at a slower tempo without stopping. Then, we will work on specific 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 specific examples of needs for improvement.

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 fits 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 fixed. I will give students encouragement, as this will be one of the first times students would have played this section of the music. I will offer notes of improvement, and confirm 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-reflect 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

Note Accuracy

Rhythm PerformanceReady

Notes are consistently accurate.

The beat is secure and the rhythms are accurate for the style of music being played. Needs MINOR Improveme nt from overall performan ce. performan ce. Needs SOME Improvement Needs GREAT

An A few Wrong notes occasional inaccurate notes consistently detract inaccurate are played, from the performance. note is detracting played, but somewhat from does not the overall detract performance.

The beat is The beat is The beat is usually secure and somewhat erratic and rhythms are the erratic. Some seldom accurate rhythms rhythms are detracting significantly are mostly accurate. from the overall 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 overall performance. Improvement

Dynamics Tone is consistently focused, clear, and centered throughout the range of the instrument. Tone has professional quality.

Dynamic levels are obvious, consistent, and an accurate interpretation of the style of music being played. Tone is focused, clear and centered through the normal playing range of the instrument . Extremes in range sometimes cause tone to be less controlled. Tone quality typically does not detract from the performan ce.

Dynamic levels are typically accurate and consistent. Tone is often The tone is often not focused, clear focused, clear or and centered, centered regardless of but sometimes the range being played, the tone is significantly detracting uncontrolled in from the overall the normal performance. playing range. Extremes in range are usually uncontrolled. Occasionally the tone quality detracts from overall performance.

Dynamic levels fluctuate but can be discerned. Attention to dynamic levels is not obvious.

Media Share Resources

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.

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 difficulty 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 fluency 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 fingerings, percussion sticking, bowing, and elements related to manual dexterity. Perform 12 major scales, a chromatic scale, and 40 standard rudiments from memory.

Stéphane 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

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 fluency 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 fingerings, 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 company’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 refine 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

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 refine 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

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 refine their success using feedback from teachers, ensemble peers, professional recordings, and other sources.

HS4.IM.P2.B Demonstrate fundamental control, technical accuracy, range, and fluency 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 fingerings, 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

372

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 Quizzes

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/id1131203560

Metropolitan Museum of Art

The Met website features key resources for middle school teachers to find 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 different type of artwork. The website has an audioguide feature that walks students through different exhibitions. This feature is exceptionally beneficial 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.

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 different 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

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 finger retelling. The retelling hand diagram in the video shows that each finger 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 fingers. 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 different 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 different kinds of figurative language. The video describes the five basic kinds of figurative language in-dept while also giving detailed

examples. This video is valuable to students because it provides them with a basic introduction to figurative 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 figures 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 figurative language. The webpage is comprised of 20 multiple-choice questions designed to test the students on various figurative 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/figurative-language

11-12.L.VAU.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret figures 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 difference between literal and non literal/ figurative language. This a great for students because they really explain the dissimilarities between the two words. This video gives the definition of both literal and figurative language and gives tons of examples to show the differences. 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

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 different 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 offers 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/figurat ive-language-lite/id501656964

Figurative and Literal Language Review Game

This http://www.superteachertools.us/jeopardyx/ website titled Figurative and Literal Language Review Game offers a jeopardy review game about figurative 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?gamefile=447509

Figurative vs. Literal Language Quiz

This https://quizizz.com/admin/quiz/ website titled Figurative vs Literal Language Quiz offers 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/figurati 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 fillable 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.

Grammar Express: Figures of Speech is an excellent app for students that are learning the difference between different kinds of figures of speech and how to properly identify them. The app contains 58 pages of lessons explaining each figure of speech based on resemblance, contrast, or difference, association, imagination, indirectness of speech and sound along with examples. This app gives students a chance to improve their knowledge of figurative language by providing tests and quizzes specifically designed to assess the student’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-figures-of-speech/ id358133511

11-12.L.VAU.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret figures 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 they’re in the classroom or not. This specific webpage, Grammar: Figurative Language Quiz, is designed to allow students to self-assess in order to see what they know when it comes to figurative language. The page consists of a multiple-choice quiz where the students are given a figure 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/figurative_language/quiz3369.html

11-12.L.VAU.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret figures 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

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 first 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.

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.

The learningfarm.com website titled “Linking Words and Phrases'' offers students the opportunity to practice using linking words and phrases in sentences and paragraphs. The website offers 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/figurative language is used. This YouTube video is really great because it shows children figurative language and gives them the chance to try to figure out the figurative language. This video shows figurative language in children’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 figurative 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 figurative language it can be used in fourth and fifth 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.) 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

Metaphor, Simile, Personification, Hyperbole | Figurative Language Lesson

Metaphor, Simile, Personification, Hyperbole | Figurative Language Lesson is a great resource for older students looking to get an introductory guide to the world of figurative language. The video gives basic examples of figurative 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 figurative language is, and what it is used for without overwhelming them with too many different types of figurative language.

Mineola Creative Content. (Account Holder). (2019). Metaphor, Simile, Personification, 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 figurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret figures 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 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 offers different reading levels, By reading this literal language is getting the point across in each article because each of them is based off nonfiction 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-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 definition 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 modified to fit 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.

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 fits 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 different 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.

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 finance and meets the personal finance standards number 1) Define the concept of personal finance. Consider how personal finance concepts fit into key life events or stages and explain the importance of personal financial 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 identified 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 finance standards number 1) Define the concept of personal finance. Consider how personal finance concepts fit into key life events or stages and explain the importance of personal financial 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 identified 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 finance 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 identified 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 finance 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 finance 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 identified 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.

This will may be the students first experience working with spreadsheets. This app can assist in meeting the personal finance 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 identified 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 finance. 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 first 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 finance standards 1) Define the concept of personal finance. Consider how personal finance concepts fit into key life events or stages and explain the importance of personal financial 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 identified 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/creditcounseling/resources/how-to-create-a-personal-balance-sheet-and-determine-your-net-worth

ABCya! Games

ABCya! Games is a mobile app that has many different games based on grade-level, subject, and content. The specific 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 offers several different 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 defining each of the symbols. The narrator then goes on to tell a number story about frogs. The narrator creates different 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 different equations. This video is also interactive. It allows students to figure out the answers to each scenario given by the narrator.

K.OA.A.1 Represent addition and subtraction with objects, fingers, 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

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 efficient.

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

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 defining 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, fingers, 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 offered 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 different 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 different groups and use the specific 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.

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 difference 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 different 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 difference 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 different 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 definition 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 difference 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 “Start the school year off right!” Offers math practice for k-5 grade. Offers 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 difference 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.

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.

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 different stations to complete a multitude of ideas in the class. However, the students will be able to obtain and review the same information in different 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/

Khan Academy, Unit: Addition and Subtraction Within 20

The website khanacademy.org titled “Khan Academy” offers 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 different 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).

Math & Learning Videos 4 Kids. (2015, September 24). Learn Division for Kids - 2nd and 3rd Grade Math Video. Retrieved from https://www.youtube.com/watch?v=gjqxhtjyfC4

Learning Fractions - A visual Approach to Learning Fractions

This visualfractions.com website titled “Learn Fractions with Visual Models” offers 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 difference 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 effectively. 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).

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 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 different amounts in different 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-flash-cards/ id929492658

This application provides math flashcards for each math operation. This will provide students with easy access to multiplication flash 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’ fluency 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 different numbers become fact families in multiplication and division, as they were in addition and subtraction. This activity will help students fluently 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

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

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 find the correct products of the multiplication problem, they will help different 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 specifically designed for children between the ages of 3 and 8.

K.OA.A.1 Represent addition and subtraction with objects, fingers, 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 file]. 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 fluently sing their math facts. There is a specific 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.

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, fingers, 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

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 find 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 fluently learn and review multiplication facts. This too will help students transition from memorizing, but fluently 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 file]. 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 different 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 fluent and confident 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 ×

7.

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.

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 difficulty 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 fluency 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 fingerings, percussion sticking, bowing, and elements related to manual dexterity. Perform 12 major scales, a chromatic scale, and 40 standard rudiments from memory.

Stéphane 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 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? 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 different musical exercises that every choral student needs including, rhythmic dictation, melody dictation, chord progression, scale identification, 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 first 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

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 fluency 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 fingerings, 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 company’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 refine 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.

Plus, it exposes students to the appropriate use of scale construction, rhythm work including pulse, note, and rest values, diction, pronunciation, and vowel formation.

Soundfly (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 refine 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 musicfirst.com has different 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 offers 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 specifically 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.musicfirst.com/online-classroom/musicfirst-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 fulfilment 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 musician’s reading skill. This app includes lesson/ exercises that will train students to read music more efficiently. 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 first standard VM.P2.A. where students will be able to demonstrate their proficiency 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

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 refine their success using feedback from teachers, ensemble peers, professional recordings, and other sources.

HS4.IM.P2.B Demonstrate fundamental control, technical accuracy, range, and fluency 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 fingerings, 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/

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 it’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 effectively 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: 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. 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.

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

This video is a great resource that teachers can use to show the effects 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 affect 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 affects marine life. Students will learn that the algae that is formed due to runoff 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 runoff from their cornfield in Iowa all the way to the Gulf of Mexico to see first-hand what fisherman are experiencing due to the lack of shrimp where they fish. Students will be intrigued by the video and learn the negative impacts of farming on the ocean.

Big River: A King Corn Companion: Agricultural Runoff 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-runoff-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 effects biodiversity. The video uses three different 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 effectiveness 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

Brainpop (1999). Newton's Laws of Motion. Retrieved September 07, 2020, from https:// www.brainpop.com/science/motionsforcesandtime/newtonslawsofmotion/

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 different regions. Students get the chance to see the difference in temperature, weather changes, and the difference 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 different locations.

K.ESS2: Earth’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 different habitats. In this app, it has three different modes for students to use. The first 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 you’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 effectively 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 student’s attention and get them excited about learning about the different ecosystems. This video is great for your visual and auditory learners as well! The students will be able to see what the different 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 effectively 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 offers a variety of games students are able to play and learn not only about their ecosystems, but many different factors that occur as well. Through these different 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!

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 effectively 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 affect 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 affected 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

how farming affects the land. This app is compatible with iPhone, iPad, and iPod touch and requires iOS 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 five 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 five senses and answer specific 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 five 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 definition of the five sense or practice their knowledge of using their five sense in real life scenarios.

ABCya. (2020). Five Senses Game. [Website]. Retrieved September 1, 2020 from https:// www.abcya.com/games/ five_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 five 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 five senses: sight, smell, tough, hearing, and taste. The video offers 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 five 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 five sense help us learn about the world.

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 student’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 effectively 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.

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 different 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 different.

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 field 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

Research and evaluate the effectiveness 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 Affects Life and Landscape in West Virginia

In this video, students will watch a real news report of how mountain top mining affects 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 affect 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 Trump’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 Affects Life and Landscape in West Virginia. Retrieved August 31, 2020, from https://www.scientificamerican.com/article/how-mountaintop-miningaffects-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 different 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 effectiveness 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/

Introducing the Five Senses is a fun and easy way for young students to practice their knowledge of their five 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 five senses. The app offers the young students the option to hear each of the five 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 five 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 confidently 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 five 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 scientific 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

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 offers “personalized learning resources for all ages.” Students will engage in different 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 offer 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 different 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 different 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/#:~:

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 five 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 five 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 different books during literacy center.

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.

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.

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

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 8th 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.

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

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/

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 difficulty 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 offers 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 8th 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.

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

Play and Learn Science

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: 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. 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 difference 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 off 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 different 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 different compartments and segments. With this in mind it is essential to utilize the first 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 different 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 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.

Have Fun Teaching.(May 18, 2015). Seasons Song [YouTube Video]. Retrieved on September 8, 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 different 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 differences 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.

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 identifies 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

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-flash-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 different ways, such as flashcards, 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 specific 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, figures, 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.

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 file]. 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 different 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 different categories. This is an interactive game that will help row scholars mindsets and ability to truly understand the different 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/

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 find 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 offers great ideas to try with students for each of the five senses. Students will enjoy using their sense of smell by figuring 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 flavors they like and what flavors they hate. For the sense of touch lesson, the kids will get the opportunity to feel different kinds of materials and will be task with describing how that item feels to them. This website provides specific 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/five-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 five 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

seasons and how to tell the temperature outside. This website is like an informational story book with pictures aligning with the standard listed above. This website also explains the differences 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 five senses as they progress from one level to the next. Featuring interactive games, this app encourages the students to explore the five 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 five 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 five 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

This app 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 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: 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 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: 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 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 effect of weather such as rain, tornadoes, thunderstorms, hurricanes and more. The video also breaks down the climate in different 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: 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 standard specifically using simple graphs, pictorial weather symbols ties in with the video for it is building off of temperature and showing and introducing symbols for each different 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: 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 all the different 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.

Research and evaluate the effectiveness of public lands (state parks, national parks, wildlife refuges, wilderness areas) in sustaining biodiversity

Preshoff, 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 “World Biomes and Ecosystems” offers in depth information about what ecosystems and biomes. In this website, it provides hyperlinks to different types of biomes, cycles that occur within the ecosystems, and activities to help students gain more knowledge about different biomes and what is different 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 effective 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.

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 specific topic. The tour provides important context for the American perspective as Nazi Germany progressed towards genocide; this includes how the United States made it difficult for refugees to immigrate, anti-Semitism and Racism in the US, and the effect 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 reflection 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

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 fit into Tennessee State Standard 2.02 and 2.03 because students could make connections to their specific 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-egyptianadventure/.

Cartoon for Kids!! Now and Then. Social Studies for Children

This is an effective 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

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 significant 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

Cultures Around the World

Cultures Around the World is a quick video that addresses what makes cultures different. 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 benefit 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 different culture from someone and what makes your culture different, things such as language, food, and clothing. This video offers 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.

2.01 Identify various cultural groups within the U.S. and the students’ 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 five, 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.

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 field trips that allow students to engage in different settings around the world without leaving the classroom. Students may not understand specific culture if they have never explored outside of their specific state. For example, if students are from the south, they may not understand northern culture; a virtual field trip lets students to explore the north and why their culture may be different. 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 offers educational hip-hop songs, videos, and other educational materials to engage students and increase achievement across curriculum. This video is terrific 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 specific 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 difference 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.flocabulary.com/unit/needs-wants/video/.

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 affect 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 different 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 field 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 difference 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 different 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

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 different countries. In this app, students learn how different cultures may decorate, cook meals, and play games. This app fits 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.

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 different 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 specific 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 specific 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 significance 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 affected real people. The app also provides optional guided questions, which students can answer to check for comprehension and confirm 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

The app allows students to play educational games that focus on different parts of the world and the communities in those countries. Jazzy World Tour is specific 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.) Define multiculturalism as many different 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 specific state or country. This app perfectly aligns to the Tennessee Social Studies State Standard 1.SS 1.02.) Define multiculturalism as many different 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

Learn with Mrs. B

Mrs. B offers catchy and interesting instructional videos explaining content standards in a creative way. She explains specifically what a need and want is and gives clear explanation as to why. The descriptions and explanations clearly explain the difference between wants and needs and guide students to understand the difference in their daily lives. This helps students to not get confused between what they may need and want.

Content Standards: 1.08 Determine the difference 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 Difference 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 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 effective 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!

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 difference 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.

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 effectively with Tennessee Social Studies Standard 2.29 (examine the significant 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 figure 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 different 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 different cultures within a student’s community and state. The Nashville Cultural Festival embraces many different 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.

2.01 Identify various cultural groups within the U.S. and the students’ 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 differences 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 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.

Globe Smart Kids Inc., (2019). One Globe Kids- All Friends [Mobile App, $9.99]. Retrieved on [September 3, 2020]

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 different 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 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.

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 affordable, easily assessable reading programs online. There are more than 2500 grade-level books offered 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 definitions 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 difference 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

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 difference 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 difference 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.0db7b199-08c6-4cb9-8a34-34bff95d6433? 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 different 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

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 figures 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 aren’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/files/resources/interactives/timeline_2/

Touchable Earth

Touchable Earth is an interactive website that allows students the opportunity to choose different countries to explore. Each link takes students to a page which displays the country's flag, 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 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.

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

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UNIT DEVELOPMENT BY CONTRIBUTOR

Contributor

Bolden, Quinton

Bradley, Devonte

Bryant-Roye, Hailee

Carmack, Allison

Crockett, Brianna

Christian, Allen

Cummins, Samuel

Darbashi, Amina

Easter, Laura

Elder, Amy

Elder, Cody

Jolley, Kimberly

Jones, Monica

Keen, Erica

Langford, Bre’Yonna

Lekich, Leah

Miller, Hailey Norman, Priscilla Oliver, Gracie Pennington, Destiny Phillips, Katelyn Schroeder, Haily Settles, Bailey

Grade Level

1 7 K 4 3 2 9 K 12 1 K K 11 8 1 5 3 2 2 1

Subject/

Content

Math Science Science Science Science Choral Music Social Studies Science Science Art Finance Social Studies Math Science English Science English Literacy Math Science Social Studies Social Studies Social Studies Instrumental Music

Topic

Solving Word Problems

Elements and the Periodic Table

Earth’s System (Weather)

Ecosystems

Words and Phrases in Text

Understanding Fundamentals of Choral Music

American History and Chronology

Biodiversity and Human Impact

The Five Senses

CTE - Personal Planning and Money Management

Art from European Region Differences between Basic Needs and Wants

Comparing the Number of Objects

Earth’s System (Seasons)

Figurative Language and Nuance

Force and Interactions

Retelling Stories Fractions

Earth’s Place in the Universe

Culture

Culture

Multiculturism in Tennessee

Quad City Stomp

Page

72

258

9

218

169

347

121

312

24

335

324

83

36

47

300

284

95

244

182

133

143

107

359

Smith, Anna (Janine)

Story, Alanta’

Thomas, Montavious (Ortez)

Way, Justice

Williams, Kobie

Woodard, Taylor

Grade Level

7 K 3 2 3 4

Subject/

Content

Social Studies Math

Math English Language Arts Math Science Hollow: An Introduction to Genocide and Holocaust Literature through Science Fiction

Representing Adding & Subtraction

Multiplication and Division Opinion Paragraphs in the Writing Process

Multiplication

Renewable and NonRenewable Resources 269

59

194

157

204

231