LEA lesson with samples

Title of Lesson: “My best dream ever!”

Objectives:

            The student will be able to:

• Orally share some details pertaining to the class field trip to the aquarium.
• Read aloud their own story, which was recorded by their teacher.
• Practice reading fluency.
• Use their paper as reading material that is predictable and readable because it uses the learners’ natural language.

GPS/SPA Standards

ELA1R4 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student

a. Applies letter-sound knowledge to decode quickly and accurately.
b. Automatically recognizes additional high frequency and familiar words within texts.
c. Reads grade-level text with appropriate expression.

 e. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text.

ELA1LSV1 The student uses oral and visual strategies to communicate. The student

 c. Responds appropriately to orally presented questions.
d. Increases vocabulary to reflect a growing range of interests and knowledge.
e. Communicates effectively when relating experiences and retelling stories read, heard, or viewed.
f. Uses complete sentences when speaking.

Preparation It prepare for this lesson, I will have the students practice writing and describing an event, as well as having students read aloud what they have written.     Materials/Resources   ·         Free Fall by David Weisner ·         Pencils and crayons/coloring pencils ·         A3 Writing Sheet (©K-3 Teacher Resources.com) two to four sheets for each student  Procedures:             Introduction : I will begin the lesson by reading the book Free Fall by David Weisner to the class. Next, I will have the students tell their neighbor about their favorite dream. Once they are finished, I will dismiss them to their daily centers. Activities: During center time, I will call the students, one by one, over to a designated desk and ask them to describe their favorite dream to me. As they are telling me, I will record what the student says on the A3 Writing Sheets. I will then tell them to draw and color a picture on the A3 Writing Sheet to describe what is happening in the text. Closing: I will have the students read their story to the class that Friday. We will make it a “Dream Day” where they will be able to bring pillows, blankets, and/or their favorite stuffed animal to class. We will gather on the Learning Rug at the end of the day and I will allow the students to bring out what they brought from home while they read their story. I will serve milk, juice, and cookies as a snack during this time.             Assessment:              I will assess the students on their ability to read what I have dictated, as well as their fluency and ability to identify their own words.     Modification/Enrichment:             For students who are unable to identify a word, I will assist them in sounding out the word. Example of Above Average Student: My favorite dream was when I went to a tropical island. There were so many animals! I swam with dolphins in the sea, and flew with bright blue birds. I even met a mermaid! She was beautiful and had pink hair. Then I became a mermaid with a purple tail. We swam for hours and hours until I woke up. I wish my mom didn’t wake me up so I could still be a mermaid. Example of Average Student: I had a dream about monsters. They were so scary! All of them were seven feet tall and had sharp teeth. One of them tried to eat me, but I was too fast for him. Another wanted to be my friend. He was a friendly monster and showed me the tree house where he lived. Example of Below Average Student: I dreamed that I was a fish. There were other fish, too. We swam around looking for treasure. I wish I could be a fish like in my dream.

Making Predictions

School of Education
Lesson Plan Format


Grade Third grade



Title of Lesson: After “Happily Ever After,” what comes next?

Objectives:
Students will be able to:
• Formulate and defend their own opinion about what happens after the story ends.

GPS Standards:
ELA3R3: The student will use a variety of strategies to gain meaning from grade-level text. The student
q.) Formulates and defends an opinion about the text.

Preparation: To prepare for the lesson, the class will already be familiar with other comprehension strategies and would have already done a similar lesson.

Materials:
• The Loathsome Dragon by David Wiesner

Procedures:
Introduction: As a hook, I will bring in a castle set, complete with a knight and a dragon. I will ask the class what they think the lesson is about. Then, I will reveal the book to the students.
Activities: I will read the book to the class. As I am reading, I will be asking questions about what they think comes next in the story and asking why the student believes that. Ask the students what they believe happens at the end of the story. Does the princess get married? What happens to the queen now that she is a frog? They will write their answer in their journals with three reasons for why they have come to that conclusion.
Closing: Have them read their journal entry to the class and see if their classmates agree or disagree with their reasoning for what happens after the story ends.

Assessment: For our informal assessment, we will assess the students on fluency as they read aloud. For out formal assessment, we will assess the students’ ability to accurately formulate an opinion about what happens next, and have enough evidence to support their opinion.

Modification/Enrichment: For the students who finish early, they will be asked to take out their library book and read silently, or read over their work and see if there are any grammatical errors. For students who are having difficulty grasping the concept of defending their opinion, we will assist them by asking them questions and having them tell us why they think that. We will point out that the assignment is the exact same thing that we are doing with them.

Science/Solar system activity

Solar System Bead Distance Activity (from solarsystem.NASA.gov)

Goal: The students will understand the distances between the Sun, planets, and
small objects in the Solar System.

Objective: To create a model demonstrating the scale distances of the Solar System using
astronomical units that have been converted into a 10 centimeter scale.

National Science Education Standards:
Standard D: Earth in the Solar System

National Math Education Standards:
NM.5-8.5 Number Relationships
NM.5-8.13 Measurement

Materials:
•Planet beads (large craft pony beads in 11 colors):
Sun yellow Mercury solid red Venus cream Earth clear blue Mars clear red
Asteroid belt black Jupiter orange Saturn clear gold Uranus dark blue
Neptune light blue Pluto brown
•4.5 meters of string for each student
•Small piece of cardboard to wrap Solar System string around (10 cm x 10 cm)
•Meter sticks or measuring device
•Student handout

Background:
•To speed up the activity for younger students, the string may be pre-cut and a set of Solar
System beads may be put into a plastic ziplock bag for each student. Also, for younger
students, a measured marking grid can be put on a table top so the students can mark their
measured distances and then tie off the beads. If the pre-marking method is used, extra
distance must be added to each planet distance to accommodate the string within each knot
(approximately 4 cm for a double knot around the bead). Tape newspapers to the surface
where the students will be marking their strings, so they do not mark up the counter or floor.
•For older students, measurements are made each time from the Sun to the planet and
tied on after each measurement.
Student Procedure:
1. Convert the various AU distances to centimeters and complete the chart on the student
hand-out sheet.
2. Measure and cut a piece of string 4.5 m long.
3. Using the calculated cm distances, tie the bead onto the string using a double knot.
4. When finished with the activity wrap the Solar System string (with beads) around the
cardboard holder.

Credits: Tom Gates - NASA Educator, NASA Ames Research Center. Adapted by Steve Klug, Fees Middle School, Tempe, AZ and
Sheri Klug, ASU Mars K-12 Education Program, Tempe, AZ.
Solar System Bead Distance Activity

Introduction: Our Solar System is immense in size by normal standards. We think of
the planets as revolving around the Sun, but rarely consider how far each planet is
from the Sun. Furthermore, we fail to appreciate the even greater distances to the
other stars. Astronomers use the distance from the Sun to the Earth as one
“astronomical unit”. This unit provides an easy way to calculate the distances of the
other planets from the Sun.

Vocabulary: Astronomical Unit - 1 AU = approximately 150 million kilometers (93
million miles)

Activity: We will construct a distance model of the Solar System to scale, using
colored beads as planets. The chart below shows the planets and asteroid belt in
order along with their distance from the Sun in astronomical units. First, complete
the chart by multiplying each AU distance by our scale factor of 10 cm per
astronomical unit. Next, use the new distance to construct a scale model of our Solar
System. Start your model by cutting a 4.5 m piece of string. Use the distances in cm
that you have calculated in the chart below to measure the distance from the Sun on
the string to the appropriate planet and tie the colored bead in place. When you are
finished, wrap your string Solar System around the cardboard holder.

Planet AU Scale value (cm) Color
Sun 0.0 AU cm yellow Mercury 0.4 AU cm solid red Venus 0.7 AU cm cream
Earth 1.0 AU cm clear blue Mars 1.5 AU cm clear red Asteroid belt 2.8 AU cm black
Jupiter 5.0 AU cm orange Saturn 10.0 AU cm clear gold Uranus 19.0 AU cm dark blue
Neptune 30.0 AU cm light blue Pluto 39.0 AU cm brown

Consider that if you were traveling at the speed of light, it would take 8 minutes
to travel from the Sun to the Earth (1 AU). It would take 4.3 years (traveling at the speed
of light - 300,000 kilometers per second) to reach the next nearest star, Alpha Centauri!
Show the model to your teacher for a grade. You may keep the model!

Lesson plan to go with the earth golfball PowerPoint

Beth Harper
4th grade science
Title of Lesson: “If Earth were a golf ball…”
Objectives:
Students will be able to:
• Compare and contrast star sizes.
GPS
S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and planets.
a. Recognize the physical attributes of stars in the night sky such as number, size, color and patterns.

Preparation: To prepare for this lesson, I will introduce the students to the concept of a solar system, and introduce them to the planets. The students will also be told about the objects within a solar system (stars, planets, meteor, etc.) I will also explain how stars are the only celestial bodies that produce light and they make patterns in the sky as well.

Materials:
• A golf ball
• PowerPoint with slides containing a picture of the Sun; the stars Mu Cephi, Betelgeuse, and Canis Majoris; a school bus; the Golden Gate Bridge; Mt Everest; and the Empire State Building
• White drawing paper
• Writing paper
• Pencils, crayons, markers

Procedures:
Introduction: I will get the students thinking by asking them to recall some of the information we have been discussing about the solar system.
Activities: I will begin the PowerPoint with a picture of Earth and show them where we are on the planet. I will then pull out of golf ball and get them to pretend the earth is the size of the golf ball. I will put a tiny dot on the ball to represent where we are. I will then go through the slides, explaining how big some of the featured stars are in comparison to the earth sized golf ball.
Closing: The students will choose one of the featured stars to compare and contrast. For example, they can choose the star Mu Cephi and tell how many suns could fit into it. They can also tell about how many Mu Cephis it would take to equal Canis Majoris.

Assessment: The students will be informally assessed with a formative assessment on their ability to compare and contrast the sizes of three stars.

Modification/Enrichment: For students who finish early, they can draw a picture to go along with their comparison.

Cool lesson for kids that like to get messy

Title of Lesson: Mad Hatter Science – Oobleck: What’s the Matter?
Objectives:
Students will:
• Make oobleck and describe the physical properties.
• Make observations to draw a conclusion of which state of matter it is.

GPS Standards:

S2P1. Students will investigate the properties of matter and changes that occur in objects.
a. Identify the three common states of matter as solid, liquid, or gas.

S2CS5. Students will communicate scientific ideas and activities clearly.
a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.

Preparation: Prepare Oobleck and separate into ziploc bags. (1 part water : 1 part cornstarch) Mix cornstarch and water. Use green food coloring for effect. Separate oobleck into bags (1 for each group/table)

Materials:
• Oobleck (1 part cornstarch, 1 part water, food coloring)
• Ziploc bags


Procedures:
Introduction: I will begin the lesson by introducing the students to the Mad Hatter of Science and tell them about how much the Hatter loves science! But not just any science, mad science. I will then review the states of matter and explain that sometimes, a matter can be in the middle. Then I will introduce them to oobleck: the sometimes solid, sometimes liquid matter.
Activities: I will pass out the Ziploc bags of Oobleck. With their eyes only, I will ask the students to talk at their tables about what state of matter they think it is. Why? Write observations. Pick up the bag, by the top. Ask: What do you notice about the Oobleck when you pick it up? Set it back down in the middle. Do NOT grab for the bag. If you notice someone else reaching for it, let them have it, and everyone will get a turn. Record on their observation sheet. When each person has written these first 2 observations down, cut a hole in the bag and give each student a small handful of oobleck to explore. Students should write down 3 ways that oobleck is like a solid and 3 ways oobleck is like a liquid. After observation time, let students wash hands and return to their desks to present their observations.
Closing: Ask the students to report their findings.

Assessment: I will informally assess the students using a formative assessment on their ability to describe the physical properties of Oobleck. I will also informally assess them by listening to their conversation as they are exploring.
 
• Chart: 2 column: Solid | Liquid
• Ask: How many think oobleck is a solid? How many think oobleck is a liquid?
• Tell: Oobleck is sometimes a solid and sometimes a liquid.
• Chart: Have students share how oobleck is alike a solid and how oobleck is like a liquid

Nifty science websites

Internal thought process: Who uses the word "nifty" anymore? I just did.

This is taken from my science unit. Enjoy!

Science unit: 4th Grade stars and planets

http://www.snagfilms.com/films/title/the_cosmos_episode_9_the_lives_of_the_stars#.TrpjhxG1-T4.diigo

This video is about the birth, life, and death of stars, as well as how a black hole is formed. It is part 9 in a series.

http://iss.astroviewer.net/observation.php

This website keeps track of when the International Space Station will pass over, as well as its visibility. This is a fun way to engage students in astronomy.

http://spaceplace.nasa.gov/

A fun, explorative, and interactive site that can be used for centers. Areas include the sun, solar system, earth, and the universe.

http://solarsystem.nasa.gov/index.cfm

Full of facts and engaging activities, this website can be a daily hot-spot for young space enthusiasts. It has a plethora of activities that can be completed on an individual basis, or in small groups. The site also includes some activities that can be modified for whole group instruction.

http://www.ictgames.com/dayNight/index.html

This is a demonstration of the movement of the earth so students can see what causes day and night.

http://www.inconstantmoon.com/inconstant.htm

This website has everything you need to let your students get the full lunar experience. It includes a lunar calculator, a cyclopedia, as well as the most recent news of lunar eclipses throughout the world.

http://www.whiteboardblog.co.uk/2010/04/solar-system-model/

This blog page contains a Bill Nye video that demonstrates the distance between planets. A good visualization for the students!

http://www.stellarium.org/

A downloadable planetarium that is versatile for use with small group exploration or a whole group Smart Board lesson.

Compairing and contrasting two sites that produce graphs

The title says all.

My first website is prettygrpah.com. It is a free site that "turns your data into something beautiful." This website does exactly what it says! Looking through their pre-made charts, I was very impressed. This site can be used by anyone from scientists and business professionals, to students, designers, and bloggers. I used a sample (provided by the site) to make my own graph. I panicked a bit at first because I didn't know I could do that. Once I selected the information, I was directed to click on the graph bar. Then I was able to choose the style I wanted for my graph.Next, I selected the colors I wanted my graph to be in.

The second website was lovelycharts.com. Seems like I have an obsession with synonyms of beautiful. This one was not as flashy. I could not view samples on the homepage and there was only a video to watch when I first arrived. I went to gallery to check out the samples and they were not as impressive as prettygraph. It charges to use the full site but I had the option of downloading a demo. I chose not to in order to save my memory.

All in all, the contrast between the sites were quite dramatic. I will be using prettygraph in my future classroom.