3 Vanvliet Final Assignments Checklist

CANDIDATE(S): Rebecca VanVliet

DATE: 11/26/07

EDUC 410 FINAL ASSIGNMENTS CHECKLIST Fine Arts / PE / & Health Cite at least 10 examples of the use of music:

MUSIC SUBJECT

SOL

DAY

ACTIVITY

1

Math

3.11

44

Class will count out loud by fives, and create a chant for the products of the fives tables. Ethnically diverse students will share a culturally different kind of chant, if they know one.

2

Science

3.18

31

Class will listen to a song on Ponds, found at http://www.brunswick. k12.me.us/lon/lonlinks /grade3/home.html.

3

Science

3.9

113

Class will listen to the Schoolhouse Rock song, Electricity, Electricity!

4

Science

3.23

133

Students will simulate a rainstorm by sitting in a circle on the floor and closing their eyes. One person will begin, rubbing their palms together. After a second, the person to their right will pick up the action, letting it continue around the circle. The first person will then move on to finger snaps, thigh slaps, and foot stomps, each progressing around the circle. Reverse the order to simulate the storm ending.

5

Language Arts

3.7

3

Class will watch the short video/song clip on homophones from http://pbskids.org/lions/ videos/homophones.html

6

Language Arts

3.7

4

7

Language Arts

3.7

5

Teacher will refresh student knowledge of syllables by having students clap their names. Teacher will demonstrate first using his/her own last name (Ms. VanVliet would have two claps). Teacher will say the name aloud, clapping once for each syllable. Students will repeat with their own names. Teacher will call on a student with a multisyllabic name, and ask the student how (s)he knew how many times to clap. Students will reason out how they can find the break between syllables. Students will practice clapping multisyllabic words from the story. Students will use http://www.bbc.co.uk/ skillswise/words/spelling /soundandspell/syllables /game.shtml to sort words by the number of syllables. Students will be encouraged to clap the words to help them determine the number of syllables.

8

Language Arts

3.21

57

Students will clap “chronologically” while saying it out loud. Teacher will choose a volunteer to try to explain the meaning to the class. Where could students look to find the definition?

9

Language Arts

3.31

136

Groups will develop a “theme song” for Anne Frank. Students will create lyrics and put them to the tune of a familiar song.

1 0

Social Studies

3.9

3

Class will create and sing a song to help them remember the oceans.

Cite at least 10 examples of the use of visual art:

VISUAL ART SUBJECT

SOL

DAY

1

Science

3.7

12

The class will watch a short movie on pulleys from http://www.brainpop.com/ technology/simplemachines/ pulley/.

ACTIVITY

2

Science

3.18

31

Teacher will show pictures of different water-dwelling animals, and the class will try to determine which watery environment each lives in. The teacher will group the pictures accordingly on the board. Once all have been placed, teacher will review the characteristics of animals for each location, and the class will work together to rearrange any misplaced animals.

3

Science

3.18

32

The class will take a nature walk and collect natural artifacts (rocks, leaves, sticks, feathers) to display in a collage. Students will identify what kind of environment they believe the school to be in, based on the artifacts they collect.

4

Science

3.29

37

“Picture More Perfect” Activity: The teacher will show the class pictures of global/national natural events, such as hurricanes, floods, volcanoes, and famines, and explain the ways in which the events modified the environment.

5

Math

3.1

3

Students will choose to either write a short story from the perspective of a number in the thousands place (how it “feels” to be in that place – making note of where it is and what it stands for) or create a picture using drawing, painting, coloring, etc. that represents the same ideas (where the thousands place is and what it stands for in a number). Student responses will be abstract!

6

Math

3.33

16

7

Math

3.11

42

Teacher will provide construction paper for the students. Students will choose one color for the background, and four colors for their activity. Teacher will explain that students are to fold their construction paper down the middle both ways (to form four identical boxes). Students will then choose a number between one and ten, and cut that number of shapes out of each of the four colors they chose (ex. 4: student will cut 4 red hearts, 4 blue circles, 4 yellow stars, and 4 green flowers) and glue each color in one of the four squares on the background paper. Student will relate the boxes by drawing equal signs between them to show that the value of each box is equivalent to the others. Students will gather into groups, and draw pictures, x’s, or other symbols to represent each multiplication fact for threes. (     3x3=9, xxxx xxxx xxxx  3x4=12).

8

Language Arts

3.14

12

Students will each write down the answers to the three questions they chose, and draw an illustration for each, depicting the situation in question, and the answer.

9

Language Arts

3.8

24

Students will use magazines to find pictures of activities and events, and classify them as either real (nonfiction) or fake (fiction). The class will make a fiction/nonfiction collage on a large piece of poster board.

1 0

Social Studies

3.9

1

Class will make a large compass rose out of construction paper (each student making a part) and post it on the North wall, with the northern point pointing up.

Cite at least 10 examples of the use of drama, theatre, and roleplay:

DRAMA / THEATRE / ROLEPLAY SUBJECT

SOL

DAY

ACTIVITY

1

Language Arts

3.18

29

2

Language Arts

3.24

32

Students will divide into groups and choose one of Aesop’s Fables that has not been read in class. Groups will read the fable a few times together, until they all understand what is happening, and what the moral is. Students will choose one student to be the ‘narrator’ who will introduce the story and tell the moral, and the other students will assume the roles of the various animals/people in the fable. Without quoting the story word-forword, the students will plan a re-creation of their fable as a short skit for the class, being sure to clearly portray the moral of the story. (The narrator will tell the moral after the rest of the class has had a chance to guess what the moral is.) Students will perform the skits tomorrow. Students will pretend they are bird-watchers, and use the computer to find facts about their favorite kind of bird. Students will write an informative paragraph about their bird, including its colors, habitat, and food.

3

Language Arts

3.22

39

Students will divide into groups and choose one of Alice’s adventures that they would like to summarize for the class. Groups will be allowed to choose how they would like to summarize the adventure: act out a skit, draw and explain a picture, host an “interview” with Alice, etc. Students will have the class period to plan their summary. Summaries may be short.

4

Math

3.9

146

The class will be divided into groups, and all groups will be given the same story problem. Students will be given half an hour to come up with a short skit acting out the problem and arriving at the correct answer. Each group will present their skit and solution to the class and the class will discuss as a whole what worked and what didn’t work.

5

Language Arts

3.24

33

6

Language Arts

3.27

159

Class will prepare a debate: there will be two teams, one to defend hawks, and one to oppose them (because they kill smaller birds and small pets, etc). Each side will try to persuade the other that their side is right. Teacher will explain that to be able to persuade someone, you have to give facts, not just “I think I’m right, therefore I am” –arguments. Students will have the remainder of the class period to discuss with their teams how they want to persuade the other team. Students will divide into groups, and each group will choose an activity from the chapter on “Pigs at Play” from Pigs, and act out one of the activities as though they were the pigs.

7

Social Studies

3.1

29

Students will divide into teams and have short Olympic Games, where each team will pretend to be from a Greek city state. Awards will go to the winners.

8

Social Studies

3.1

27

9

Social Studies

3.5

90

Class will become the “citizens” of the classroom, and vote for a “Classmate of the day.” Students will nominate someone in the class, and give a reason why they should be elected. Teacher will read the nominations aloud, and choose the three students with the most nominations to be the candidates. Students will then write the name of the person they wish to “vote” for on a slip of paper, and teacher will collect, tally, and announce the student of the day. Students will act out (or talk about) the life of a Native American as if they were one, telling something they eat, something they like to do, and something about where they live.

1 0

Social Studies

3.22

124

Class will ‘reenact’ Rosa Parks’ refusal to give up her seat on the bus.

Cite at least 10 examples of the use of movement and dance:

MOVEMENT AND DANCE SUBJECT

SOL

DAY

ACTIVITY

1

Science

3.7

15

Teacher will set up a time with the physical fitness instructor for the children to visit the school’s weight room. Students will be asked to identify the simple machines in the different equipment in the weight room. Students will be encouraged to try out the equipment (under supervision and with the proper reduction of weights).

2

Science

3.8

18

3

Science

3.8

20

4

Science

3.18

32

Teacher will give students a piece of tape for each of their cards. The class will then have to find the simple machine that is part of each of their compound machines. (Compound machines are made up of more than one simple machine, so there will be more than one picture of each compound machine. Students must find a simple machine that someone else has not already matched with their compound machine. Ex: there will be three pictures of a wheelbarrow. One will go on the “lever” poster, another on the “wheel” poster, and the last on the “inclined plane” poster.) The teacher will explain the activity – the students will be required to maneuver their scooter boards around a simple track outlined by orange cones, controlling their speed so they do not run into the cones or other students. The students will maneuver around the track of cones, experimenting with different ways of controlling the scooter boards to discover what method or position allows them the most reasonable speed and the easiest control of the scooter. The class will take a nature walk and collect natural artifacts (rocks, leaves, sticks, feathers) to display in a collage. Students will identify what kind of environment they believe the school to be in, based on the artifacts they collect.

5

Math

3.1

1

6

Math

3.3

11

7

Math

3.19

33

8

Language Arts

3.7

2

9

Language Arts

3.38

52

1 0

Social Studies

3.9

1

Teacher will have students line up across the front of the room (or around the walls, however they fit.) The student at one end will be the “first” place, and the class will number themselves down the line. (If there are 24 kids in the class, the last student in line will be “24th place.”) Teacher will be sure to inform students that this is not a ranking – that first place is not better than second place, etc. Teacher will explain that the number symbolizes where each student is in the line. Students will return to their seats. Teacher will write two numbers between 0 and 99 on the board, one on the left and one on the right, and students will stand at their seats and use their arms to form the correct sign. After each example, the teacher will write the correct sign between the numbers on the board, and the class will practice saying the entire number sentence (ex. Numbers are 46 and 29. Students will say “46 is greater than 29.” Numbers are 58 and 73. Students will say “58 is less than 73.”) Teacher will mark a large analog clock on the floor using masking tape. The class will be divided into groups of six. One group will use the clock at a time. One student will be chosen from each group to be the “hub” or center of the clock, two students will hold hands/ link arms to form the hour hand, and three students will hold hands/ link arms to form the minute hand. Both “hands” will also link to the “hub,” who will only pivot on the center spot in order to keep the hands in place on the clock face. The teacher will call out a time, and the “hands” will work together to arrange themselves to display the time that was called. The other groups that are not making the time will decide whether or not the “clock” is showing the correct time. After a few times are called, the groups will switch off. Teacher will mark a large analog clock on the floor using masking tape. The class will be divided into groups of six. One group will use the clock at a time. One student will be chosen from each group to be the “hub” or center of the clock, two students will hold hands/ link arms to form the hour hand, and three students will hold hands/ link arms to form the minute hand. Both “hands” will also link to the “hub,” who will only pivot on the center spot in order to keep the hands in place on the clock face. The teacher will call out a time, and the “hands” will work together to arrange themselves to display the time that was called. The other groups that are not making the time will decide whether or not the “clock” is showing the correct time. After a few times are called, the groups will switch off. Class will take an outdoor field trip to the school’s yard. Teacher will hand out the “Outdoor Worksheet,” and students will find one object to study and complete the worksheet, filling in all the details and observations.

Students will stand, and move to follow the teacher’s directions. Teacher will call out directions such as “boys go to the north wall, and girls go to the south wall” or “anyone wearing a blue shirt, go to the southwest corner; everyone else, go to the southeast corner.”

Cite at least 5 examples of the use of health:

HEALTH SUBJECT

SOL

DAY

ACTIVITY

1

Science

3.8

17

Teacher will remind students of their trip to the weight room the previous week, and how the machines they looked at were compound because they were made up of many simple machines. Teacher will discuss the health benefits of using weights and other equipment.

2

Science

3.19

35

The class will discuss the nutrition content of the ingredients of the soil cake, and brainstorm any possible healthy substitutes.

3

Science

3.29

38

Students will compile their care package, neatly placing everything in a large box, to donate to the Red Cross or other organization. Teacher will discuss the health needs that will be met by each contributed item.

4

Science

3.28

39

Class will discuss the health hazards created by improper disposal of waste and trash.

5

Science

3.16

58

Teacher will explain that animals have a healthy diet, eating what is good to make them grow strong. Class will use the food pyramid design at http://www.coweta.k12. ga.us/cweb/Kidspiration /kidspics/f oodguide.bmp to plan a healthy diet.

Please mark YES or NO with an “X” to signify that you completed all of the assignments listed in the table below:

YES NO

INDICATOR

X

I have used technology at least 36 times over the course of the school year. (average would be four times per month).

X X

I have used all four fine arts areas (music, visual, drama, and dance) in my curriculum. I have planned fine arts lessons at least 36 times over the course of the school year. (average would be four times per month). I have planned at least 20 health lessons over the course of the school year. (average would be twice per month). I have planned at least 36 lessons or references to movement or PE over the course of the school year. (average would be four times per month). I have incorporated accommodations / differentiation of instruction for diversity / exceptionalities throughout my curriculum AT LEAST one time per week. I have highlighted the accommodations each week!

X X X

On my honor, I (Rebecca VanVliet) feel that I have put forth my best effort to create a curriculum that is diverse in instruction and learning activities and will provide meaningful experiences for each and every WHOLE child in academic, emotional, physical, and spiritual ways.

CANDIDATE(S): Rebecca VanVliet

DATE: 11/26/07

EDUC 410 FINAL ASSIGNMENTS CHECKLIST Curriculum Integration & Cohesiveness Please mark YES or NO to signify that you completed all of the assignments listed in the table below:

YES NO

INDICATOR I have given my school colleagues (each person) a CD with the following documents: I have uploaded to the www.esnips.com website:

X

X Character Education X Standards Paper X Horizontal Mapping X Science Charts X Language Arts Charts X Math Charts X Social Science Charts X Resource Documents X Final Checklist – Fine Arts, PE, Health X Final Checklist – Integration (collaboration / accommodations for diversity) N/A

N/A

Each CD I have made has a label with ___ My name and my partner’s name ___ The grade level ___ The name of my colleague so he/she will be able to identify the one he/she is to obtain.

1.) Cite at least 5 examples of how you imparted your school’s mission throughout your curriculum.

DAY

TOPIC

ACTIVITY

1. 41

Teacher will read 2 x 2 = Boo! by Loreen Leedy.

2.

Teacher will give the class the “Simple Machines Post-Test” from http://edheads.org/ activities/simplemachines/pdf/simple-machines-post-test.pdf. Students must get it signed by a parent stating that the student did not cheat or get help.

3.

4.

5.

Math – teaching across the curriculum 14 Science – working with parents 37 Science – productive members of the community 5 Language Arts – involving parents 118,120 Science – involving parents & productive members of community

The class will discuss ways they can be a good citizen in times of trouble, and design a care package to donate to the Red Cross or another organization that helps victims of natural disasters. Students will be asked to collect two [new] items from home to contribute to the care package.

Teacher will send a note home to the parents/guardians of the students, informing them that their student will be expected to read at home each day.

Teacher will send a note home to the parents/guardians of the students, informing them that their student will be expected to read at home each day.

Over the next two weeks, students will keep a log of the amount of their chosen resource they use each day, and the ways in which they cut back their use of the resource.

2.) Cite at least 5 examples of how you included lessons and activities planned in your Character Education Paper.

DAY 1.

23

2. 100 3. 96 4. 26

5. 67

TOPIC Math – reliability Science – self-esteem Science – respect for differences Math – selfcontrol Social Studies – self-esteem

ACTIVITY Teacher will explain that numbers are reliable. The facts in each fact family are the same, no matter what. Teacher will discuss the phrase “You can count on me!” with the class, noting the reliability of numbers in counting. Students will discuss ways people can “count on them” to be reliable.

Students will use fill in the “Highlights of My Life” film strip worksheet, drawing pictures and writing descriptions of the high points in their lives, such as learning to ride a bicycle, winning a contest, even a memorable birthday party. Students will be asked to arrange the events in chronological order within the film strip. The class will complete the “We Are All Different, We Are All the Same” activity, recognizing that people have differences just like leaves and rocks.

Teacher will hand out M&M’s® to the class, as well as place value sheets. Students will use their M&M’s® as counters and place value markers to practice addition of two- and three-digit numbers with regrouping. Students will designate one color of M&M® for each place value (ones = red, tens = green, hundreds = brown, so if I need to regroup my ones, I will exchange ten red M&M’s® for one green one.) Teacher will explain that students are not to eat the M&M’s® until the lesson is over, at which time all students who still have all their M&M’s® will get a sticker on a character chart for displaying self control. CP/W: Students will explore the accomplishments of one-another in the classroom. Teacher will distribute the “Daily Good News” template, and students will draw the names of four classmates to write a positive article (a few sentences) about in their Daily Good News.

3.) Cite at least 5 examples of use of technology.

DAY 1. 39

2. 59 3. 44 4. 88 5. 10

TOPIC Science – Humans modify the environment Science – food chain Math – multiplication tables Math – measuring area Language Arts – grammar strategies

ACTIVITY Class will view a short video on garbage and its effects on the environment at http://idahoptv.org/dialogue 4kids/archive/episodePage. cfm?versionID=129016.

Teacher will take the class to http://209.158.161.244/ mfalab/Food%20Chain/ Food_Chain.htm to quiz the class on the definitions of food chain, producers, consumers, and decomposers. Students will go to http://www.oswego. org/ocsd-web/games/ Mathmagician/maths multi.html to review the multiplication facts for 4.

Students will go online to http://www.shodor.org/ interactivate/activities/Area Explorer/?version=1.6.0_02 &browser=MSIE&vendor =Sun_Microsystems_Inc to practice measuring area by counting the squares. Students can adjust the size of the shape by moving the bar at the bottom of the page. Students will use http://www.inglese.it /eggs.htm to practice putting words in the proper order in a limited time.

4.) Cite at least 5 examples of collaboration with community resources.

DAY 1. 37

2. 155 3. 127 4. 42

TOPIC

ACTIVITY The class will discuss ways they can be a good citizen in times of trouble, and design a care package to donate to the Red Cross or another organization that helps victims of natural disasters.

S – natural events modify environment Teacher will arrange for a guest speaker to come into class: someone involved in the space program. S – space exploration SS – Field trip to American History museum American history Teacher will invite a local storyteller to visit the class and tell the students a story about Africa. SS – Oral

5. 107

tradition of Mali SS – Economics

Teacher will invite a specialist from the community to come into the class and talk about his work, and how focusing on being good at one thing is helpful to the community.

5.) Cite at least 5 examples of collaboration with families.

DAY 1. 106 2. 14 3. 37 4. 5 5. 105

TOPIC

ACTIVITY

SS – American History S – Simple Machines S – Natural Events LA – Reading Independently LA – Oral Reports

Teacher will send home a notice about the upcoming field trip to the American History Museum. Parents must sign and return the bottom of the notice by the end of the week.

Teacher will give the class the “Simple Machines Post-Test” from http://edheads.org/ activities/simplemachines/pdf/simple-machines-post-test.pdf. Students must get it signed by a parent stating that the student did not cheat or get help. Students will be asked to collect two [new] items from home to contribute to the care package. Teacher will send a note home to the parents/guardians of the students, informing them that their student will be expected to read at home each day.

Teacher will send a short note home to the parents and/or guardians of the students, describing the students’ achievement in giving oral reports.

6.) Cite at least 5 examples of collaboration with colleagues.

DAY

TOPIC

ACTIVITY

1. 8

SS – Simple Grids

Teacher will arrange a time with the physical education teacher to use the gymnasium, and assign each student a grid location (A-1, C-5, etc.). Class will go to the gym, and teacher will instruct students how to orient their grid (columns going from the front of the gym to the back, with row A closest to the door, etc.). Students will then arrange themselves in a grid, ordering themselves by the assigned numbers. Once the grid is in position, teacher will have students call out their location (A-1, etc.) to see that everyone found their proper place. Teacher will then call on different columns and rows to do different things. For example, row A will sit, while column 5 turns to face the back wall. Students who are on intersecting points (in this instance A5) will do both (sit facing the back wall).

2. 5

LA – Reading Independently LA – Using Library Resources S – Simple Machines S – Soil

Teacher will arrange a trip to the library, and explain that students are to find a book they would like to read. Teacher will explain that students are expected to read some of their book every day at home, so students should choose a book that is interesting to them.

3. 96 4. 15 5. 35

Teacher will arrange with the librarian to have the class take a guided tour of the library.

Teacher will set up a time with the physical fitness instructor for the children to visit the school’s weight room. Students will be asked to identify the simple machines in the different equipment in the weight room. Students will be encouraged to try out the equipment (under supervision and with the proper reduction of weights). Teacher will meet with someone from the cafeteria to borrow mixing bowls and materials.

7.) Cite at least 5 examples of use of assessment (various types).

DAY

TOPIC

1. 11,14

S – simple machines

2. 80 3. 101-

S - matter LA – oral language

4. 176-

M – final projects

5. 161-

SS - rights

105 180

ACTIVITY Teacher will give the class the “Simple Machines Pre-Test” from http://edheads.org/ activities/simplemachines/pdf/simple-machines-pre-test.pdf. Teacher will give the class the “Simple Machines Post-Test” from http://edheads.org/ activities/simplemachines/pdf/simple-machines-post-test.pdf. Students must get it signed by a parent stating that the student did not cheat or get help. Test covers properties of matter. Students will be honorable by not cheating. Students will give brief oral reports on the topic they prepared the week before, using proper vocabulary, grammar, volume, and tone. Groups will make “math quilts.” Teacher will provide a list of the important topics covered in class, which should be incorporated into the quilt, and students will decide who will do which blocks. Students will be encouraged to be creative, and do more than just write numbers on the blocks. Points will be given for use of color and creativity as well as accuracy of information. Teacher will explain the project: Partners will work together to choose one of the articles from the Bill of Rights. Partners will be creating a poster on their right, including pictures, examples, positives and negatives of the right.

165 8.) Cite at least 5 examples of use of literacy, problem solving, etc.

DAY 1.

91

2. 107 3. 9 4. 13 5. 2

TOPIC

ACTIVITY

S– Predictions/ Observations LA – connecting fiction to life Mrounding

Teacher will present groups of students with cards which will present a situation in which a decision must be made. Students will discuss the situation and brainstorm possible options, choosing the best two and listing the pros and cons of each, using the “Decision Making Worksheet.”

M– comparing SS – map skills: continents

: Students will complete a worksheet on comparing three-digit numbers, from http://www.freemathtest. com/MathWorksheet. asp?c=Comparisons& min=100&max=999.

Class will read the second story in Tales of Wisdom and Wonder and find an important lesson in the story.

Teacher will demonstrate estimation using rounding, explaining that it is possible to get close to the correct answer quickly by adding the rounded numbers. (Ex. Teacher will give the students the numbers 678 and 321. If they are each rounded to the nearest hundred, the answer is simply 700 + 300 = 1000. 1000 would be a good estimation for the problem. Teacher will have the students add the original numbers to see how close their estimation was.

Students will use white boards to write the name of the continent that matches the teacher’s description (“Which continent is north of South America?” “Which continent is directly east of Europe?” “Which continent is south of all the other continents?” etc.)

9.) Cite at least 10 examples of how you have used integration your curriculum. (eg. If you are studying about Native Americans on Day 27 in social studies, are you also reading a novel in reading group on Day 27 that would reinforce learning about Native Americans? Are you doing an art project that relates to Native Americans? Etc.)

DAY

TOPIC

1.

81-85

2. 3. 4.

2 116120 128

5.

5

SS – Native Americans LA - Spelling SS – famous Americans SS – American history M – place value

ACTIVITY

6.

37

M - money

7.

31

8.

52

9.

53

10 .

131

Senvironments The class will read part of Amazing Dandelion by Millicent Ellis Selsam. S – life cycles Teacher will read Joanna Cole’s A Frog's Body to the class. S – life cycles The class will read A Drop of Water : A Book of Science and Wonder by Walter Wick. S – water cycle

Reading “A Boy Called Slow: The True Story of Sitting Bull” by Joseph Bruchac in Language Arts Students will learn to spell the names of the continents in Social Studies Reading “Rosa” by Nikki Giovanni, about Rosa Parks Language Arts: Students will write about the one thing interested them most from the field trip to the American History Museum. Teacher will explain the history of the Quipu (an Incan counting tool, with a rope as a base and different colored strings hanging from it. Each string represents one place value – the rightmost string is ones, the next tens, and so on. Knots are tied in the strings to represent the digit that would fill that place value.) Students will investigate the men whose faces are on the different coins and bills. Teacher will divide the class into groups. Students will use a computer to discover a little about one of the faces. Groups will share with the class how the person they researched was important, and conclude with telling the class how many coins and/or bills with their person’s picture they would need in order to have as close to five dollars as possible. Class will read Our Wet World by Sneed B. Collard III, about the interactions of plants and animals in the water.

10.) Cite at least 10 examples providing evidence that you have incorporated instructional strategies that provide creative, multi-sensory, hands-on approaches to learning throughout your curriculum.

DAY

TOPIC

1.

30

SS – sports of Rome SS – map skills SS – map skills

2.

2

3.

4

4.

24

5.

24

6.

41

7.

5

8.

16

M– equivalencies

9. 10 .

34

S – soil

52

S – life cycles

SS – Greece and Rome LA – fiction vs. nonfiction LA – main idea M – place value

ACTIVITY Students create a clay model of the Colosseum (round walls with a flat center floor). Class will work together to create a bulletin board of the world, using poster-board cutouts of the continents. Students will work together to arrange the continents in the proper places relative to one another. Students will label the continents.

Teacher will provide each student with a Styrofoam ball, a thin dowel rod for the earth’s axis, and a string. Teacher will demonstrate how to measure half-way between the poles using the piece of string to find the “equator” of the ball. Students will measure and draw the equator with a red marker. Students will label the Northern and Southern Hemispheres on their Styrofoam globes. Students will place an X in the hemisphere in which they live. Students will draw a large building on construction paper, and cut columns from white construction paper to glue onto their buildings. Students will cut out three columns, and write the name of a kind of column on each (Corinthian, Ionic, and Doric). Students will use magazines to find pictures of activities and events, and classify them as either real (nonfiction) or fake (fiction). The class will make a fiction/nonfiction collage on a large piece of poster board.

Based on the first chapter of 7 × 9 = Trouble!, if Wilson completes his multiplication tables in time, he will get a free ice cream cone. Students will design and create (from paper) the ice cream cone that they would like to have for memorizing their multiplication tables. Teacher will encourage students to be creative and colorful. The students will make Quipus, tying knots in the strings to represent a number of the student’s choosing. The teacher will stress that the students are to place a digit in all of the place values that have been discussed in class (ones to hundred-thousands). Volunteers will tell the class their number, and the teacher will draw a representation of the Quipu on the board, showing the knots on the strings for the digits. The teacher will write the digits above the proper strings, so that students may see the connection. Teacher will provide construction paper for the students. Students will choose one color for the background, and four colors for their activity. Teacher will explain that students are to fold their construction paper down the middle both ways (to form four identical boxes). Students will then choose a number between one and ten, and cut that number of shapes out of each of the four colors they chose (ex. 4: student will cut 4 red hearts, 4 blue circles, 4 yellow stars, and 4 green flowers) and glue each color in one of the four squares on the background paper. Student will relate the boxes by drawing equal signs between them to show that the value of each box is equivalent to the others. The class will conduct the “Soil Sizes – Some Surprises!” activity found at http://soils.gsfc.nasa. gov/activ_98/soilsizs.htm . Once the experiment is completed, the bottles must be left to sit overnight. The class will examine dandelions to identify the parts of a plant (roots, stem, leaves, seeds, flower), following the guidelines at http://www.uen.org/Lesson plan/preview.cgi?LPid=637, noticing and labeling each part as the teacher reviews the functions of each.

11.) Cite at least 10 examples providing evidence that you have incorporated accommodations / differentiation of instruction for diversity / exceptionalities throughout your curriculum.

DAY 1.

14

2.

51

3.

99

4.

24

5.

32

6.

113

7.

136

TOPIC S – Simple Machines S – Life Cycles S – Logical Sequencing of Events M – Fact Families M – telling time LA – grouping ideas LA – comparing

ACTIVITY Students with difficult home situations will be given an opportunity to take the Post-Test before leaving school for the day, under the supervision of a teacher or an aide. Students who are more advanced may go to http://www.urbanext.uiuc.e du/gpe/case1/index.html, and complete the entire case on “The Mystery of Plant Life.” Students with hearing difficulties will be given a print-out of the events the teacher reads, and will be directed to cut them apart and rearrange them in the proper order.

Learning disabled students will be given different colored blocks (such as three red and seven blue) and asked to form a fact family using the numbers that correspond to the colors.

Students who are still struggling to master measuring hours and half-hours on analog clocks will practice with “Think It Through®” Tiles (Discovery Toys – Book on measurement, time, and money, pp.12-17) on reading clocks to the nearest hour and half-hour. Students with writing difficulties will use a computer to type and spell/grammar check it instead.

Students who have trouble copying material from the board will be given a printed chart that they can fill in instead.

8. 9.

165 3

10 .

7

characters LA - test SS – map skills: oceans & continents SS – map skills: locating countries

Students with visual impairments will have someone read the reading selections to them on the test. Students who need extra practice of oceans and continents may use the short flash quiz at http://www.sheppard software.com/continents _click.html, which times students while they locate and click on each continent and ocean.

Students who speak Spanish or French will be asked to say a few words in that language.

On my honor, I (Rebecca VanVliet) have included accommodations for diverse learners / exceptionalities at least one time per week throughout the curriculum or a minimum of 36 times over the course of the school year.) On my honor, I (Rebecca VanVliet) feel that I have put forth my best effort to create a curriculum that is diverse in instruction and learning activities and will provide meaningful experiences for each and every WHOLE child in academic, emotional, physical, and spiritual ways.