Sartin-misiano-final Assignments Checklist Integration

CANDIDATE(S): Kerri Misiano and Krista Sartin DATE: 12.10.07

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:

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

Each CD I have made has a label with

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___ My name and my partner’s name ___ The grade level (s) ___ The name of my colleague so he/she will be able to identify the one he/she is to obtain. I have placed a CD consisting of ALL assignments in this course in the appropriate box in TE 102. The CD is in a “sleeve” protector and labeled with the “name of my partner and I, EDUC 410 and section number, Curriculum Project, Grade of Curriculum, and semester date.”

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

DAY

TOPIC

ACTIVITY

146

Grammar and Vocabulary

Read a paragraph about Martin Luther King Jr. Discuss the meaning of civil rights with the students. (Character development and community involvement)

2. 147

Grammar and Vocabulary

Read a paragraph about Susan B. Anthony. Discuss what women’s suffrage was and how it affected our country. (Character development and community involvement)

3. 148

Grammar and Vocabulary

Read a paragraph about Alexander the Great. Point out the regions he conquered on a world map. (Character development and creative growth)

4. 93

Fractions

Read Eating Fractions by Bruce McMillian. Discuss how the boys in the book share each whole piece of food by dividing it into equal parts. (Sharing and character development)

5. 59

Have the students get in groups of 2 with construction paper Inverse Relationships and markers.

1.

Students will make up division sentences and write them on the construction paper. They must label each number in the

sentence. (Teamwork and character development)

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

DAY

TOPIC

1. 120

Currency

2. 125

Native Americans

3. 119

Test Review

ACTIVITY Challenge the students to make a lemonade stand in their neighborhood over the weekend and record the amount of money exchanged in each transaction. (responsibility) Students will visit a Native American Reservation. Students will study the type of currency the tribe used throughout their history. Students will also observe patterns in the tribe’s artwork and quilt work. (Obedience by following instructions throughout the day) Have the students work together and practice writing a 1 page report on the topic of their choice. Have them trade with other groups to check their work. (Accountability)

4. 88 5. 160

Properties of Electricity Grammar and Vocabulary

Gifted students will be challenged to make a digital clock work from the lemon. (Creativity) English proficient students could work with struggling students to help them better their skills. (Leadership)

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

DAY 1 .

6

2 .

42

3 .

51

4 .

24

5 .

62

TOPIC

ACTIVITY

Effective LA/W/T: Students will type their stories on the computer. The teacher will Communication, print out the stories and compile a “Class Dictionary” of the new words. Frindle Environments Use online interactive lesson plan from http://www.mbgnet.net/sets/grasslnd/index.htm to discuss the characteristics of a grassland environment Earth Materials S/T: The teacher will use a Power Point presentation to define resources (an aspect of the physical environment that people value and use), renewable resources (can be regenerated if used carefully), and nonrenewable resources (cannot be replaced once it is used up). Students will give examples of each and they will be recorded on the board. LA/GA/T: Students will go to the following website and play the ‘Syllables Factory’ Multisyllablic game. Words Biographies

http://www.bbc.co.uk/skillswise/words/spelling/soundandspel/syllables/game.shtml LA/W/A: Who can wait to find out the name of the next sports figure who will appear on a box of Wheaties? Isn't it about time that people of other vocations get into the act? Your students will enjoy perusing the 25,000 biographies contained online at Biography.com to find the perfect person to grace a food box. Should the person's image be placed on a box of Wheaties, another known cereal, or a newly imagined food creation? You be the judge! Have your students include facts about the character's life, illustrations, and a motto that makes clear why they have chosen the figure.

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

DAY 1.

111

TOPIC Writing Letters

ACTIVITY W: Ask students to each choose someone to write to—a pen pal, relative, or friend—and write that person’s name at the top of a sheet of paper. Explain that students will write about interesting things that have happened recently —the “news.”

2. 45

Environments Students will take a field trip to a local factory and see simple and complex machines at work. They will also learn the harms and helps of factories and plants on the environment.

3. 80

Solar System

The class will travel to Fan Mountain Observatory where they will have to opportunity to view stars and planets through large telescopes. Students will be broken up into groups and uses different telescopes to view different objects. Students will make sketches of the things that the see through the telescopes.

4. 125

Native Americans

5. 170

Virginia Capital

Students will visit a Native American Reservation. Students will study the type of currency the tribe used throughout their history. Students will also observe patterns in the tribe’s artwork and quilt work. In small groups students will take a tour of the Virginia Capital and

learn about it’s government from past to present. Students who are not on the tour will make a sketch of the building, highlighting geometric shapes, geometric concepts and patterns within the

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

DAY

TOPIC

ACTIVITY

Living Organisms

Tell the pupils to bring a healthy plant to school. Do not water the plant for a week or two. Have the students observe what happens to the un-watered plant. Keep a class journal of what happened.

2. 76

Writing and Penmanship

As a class, read and discuss the story Flat Stanley by Jeff Brown. Each child will receive his own Flat Stanley paper doll to mail anywhere he/she wants. (Stanley will visit this person for about a week). Each child will learn the parts of a letter and write his/her own letter to a friend or relative. Students will address their own envelopes to mail their letters and Stanley dolls.

3. 81

Writing and Penmanship

Students will write short word problems and then exchange their papers with fellow students. The word problems will be created from the distances traveled by the character Flat Stanley or by the Flat people that they children mailed to friends and family.

4. 74

Sources of Energy

Students will make 2 windmills out of pencils and paper. Students will place one windmill at home and one at school. The students will observe the windmills 3 times a day for 3 days and record on a chart whether or not the windmills are being moved by the wind. The class will compile their information and decide whether or not their town is a candidate for wind power electricity.

5. 163

Probability

Have students cut out pictures from home and descriptions of events that are likely to happen this week.

1.

27

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

DAY 1. 79

2. 115 3. 61

4. 18 5. 114

TOPIC

ACTIVITY

LA/W: Students will imagine that the character, Flat Stanley is real. They will write letters to Stanley asking him questions that relate to the story events. These letters can actually be sent to Jeff Brown, the author of Flat Stanley. Writing Letters DA: Advanced students can get together and write a letter to the state governor thanking him for the job he does. Biographies and LA: Students will visit the library as a class. The librarian will explain to Autobiographies students how to find biographies and autobiographies and how to tell the differences. Each student will check out two books, one biography and one autobiography. Oral Reports Students will go home and watch thirty minutes of news, approved by their parents. Students will make a list of things that the reporters did that made them good at their job. Currency A banker will come speak to the students about money and how it affects the society we live in. Writing

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

DAY 1. 20

TOPIC

ACTIVITY

Communications Students will be given a multiple-choice test covering effective and Oral Reports communication and oral reports. Students will need to understand the

three types of speeches: persuasive, narrative and informative. Students will have ten short answer questions about the book Frindle.

2. 36

Homophones

Students will play a jeopardy game to review multisyllable words, homophones and common spelling patterns.

3. 143

Measurement

4. 57

Fiction/Nonfiction

The teacher will give students 2 items to measure, in length and weight. Students will label the parts of a gallon man. The students will be given a worksheet with clocks of different times on it; they will record the correct times. The students will also be given a time and required to draw the hands on the clock in the correct positions. Students will read both Celsius and Fahrenheit thermometers and draw pictures to represent the temperature. Students will be tested about fiction and non-fiction including plot, characters, setting, themes, structure and purpose in a multiple-choice test. Students will be given three paragraphs that they must identify as expository or narrative

5. 20

Simple Machines

Students will be given 5 objects to find the length, mass, and volume. They will be required to create a graph to compare the data of all five objects. Students will be required to identify the six simple machines by picture or description.

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

DAY

TOPIC

ACTIVITY

Expanded Notation

Introduce the vocabulary words expanded form. Give the students 1 hundreds, 1 tens, and 10 ones counting cubes. Have them write the expanded form of the number 111-100+10+1. Have students write a sentence using the word and its definition.

2. 155

Tangrams

3.

Geometric Shapes

4. 160

Organize Data

Students will use Tangrams (an ancient Chinese puzzle using 7 polygon pieces) to arrange given pictures. Students will name and label each Tangram piece. Have students write riddles to describe polygons. (Example: I am a sixsided figure, all my sides are equal, what am I?) Students can share their riddles with a partner and see if they can guess the correct answer. Have students practice making and reading tallies by counting classroom objects, such as books on shelves or words in a sentence. Reinforce how to make four vertical tallies, then cross the four with the fifth tally to form groups of five. Have students exchange papers and practice counting each other’s tallies.

5. 134

Past and Present Verbs

1.

3

Divide the students into group of 3. Write verbs such as these on index cards, one for each small group of students: build, play, see, sail, dry, wash, make, toss, live, create. Have them compose tongue twisters using the past tense form of the word on their card. (ex. The busy beavers built billions of beautiful buildings by the bubbling brook)

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

ACTIVITY MT/SS: Explain that in the US, England, and most other Englishspeaking countries, a decimal point is used to separate ones and tenths. But in many other countries, a decimal comma is used instead. For example, we write the decimal for 3/10 as 0.3. In France, people write 3/10 as 0,3. In countries that use the decimal comma, a point is used where we use commas. For example, we write 53,168. People in France write 53.168. MT/LA/R: The teacher will read the book Alexander, Who Used to be Rich Last Sunday by Judith Viorst and discuss how much money Grandma Betty and Grandpa Louie gave to each boy: one dollar. Have students find three different ways to use only dimes and pennies to show and amount of one dollar. Have them draw their coins to show their work.

1.

104

Adding and subtracting decimals

2.

116

Currency

3.

131

Measurement

MT/SS: Explain to students that miners who went to Canada in the 1898 Gold Rush had to bring one years worth of supplies. Suggested items included 200 lb bacon, 400 lb flour, 85 lb dried fruit, 35 lb rice, 25 lb fish, 15 lb vegetables, 50 lb oatmeal, and 50 lb dried potatoes. Have students list a food they eat and find or estimate its weight. Guide them to estimate how much would be needed for one year.

4.

132

Time

MT/SS: The teacher will discuss early clocks such as the sundial and the hourglass. An hourglass takes a set amount of time for the sand in the top glass to run to the bottom. Today small hourglasses are used in cooking and games. A sundial uses the shadow of its blade to tell time. As the sun moves, so does the shadow, showing the approximate time. Students will discuss the types of clocks we use now, digital and analog.

5.

41

6.

63

7.

83

8.

146

Environments S/LA/R: Read aloud Mojave by Diane Siebert to introduce the topic of deserts. Prepare a KWL chart. Students will brainstorm what they think they know about deserts. Teacher will put ideas on chart paper. Students will brainstorm several questions about deserts they would like answered. Water Cycle S/LA/R/W: The teacher will read “Cloudy with a Chance of Meatballs by Judy Barrett to the class. Students will write their own short stories using the following themes: The Day the Water Cycle Ended, A Water Droplets Journey Through Time, Life on the Inside: A Cloud Droplet Tells All, or If it Rained _________ Instead of Water. Space T/R/W/LA: Students will use the site to read and learn about Exploration the Hubble Space Telescope and answer the question at the bottom of the page. After reading about the telescope students will write a fictional story in their journal about their visit to the Hubble Space Telescope. Grammar and Read a paragraph about Martin Luther King Jr. Discuss the Vocabulary meaning of civil rights with the students.

9.

147

Grammar and Read a paragraph about Susan B. Anthony. Discuss what Vocabulary women’s suffrage was and how it affected our country.

10 .

148

Grammar and Write Nez Perce on the board and explain that it refers to a Vocabulary Native American people who once occupied much of the Pacific Northwest.

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

ACTIVITY

1.

3.1

Temperature

Students will be given a washer and will use their own pencil erasers. They will rub them back and forth over paper for 15 seconds. Instruct the students to hold the objects to their cheeks. They will notice the difference in temperature due to the types of materials they experimented with.

2.

3

Mass

Show the students a ball of clay. Put the clay on a spring scale. Ask the class how you could make the clay weigh less. Discuss how taking pieces away will cause it to have less mass and less weight, but by only changing its shape the weight and mass stay the same.

3.

5

Length

The students will understand that an object with the same measurement is needed for agreement or a standard. Using the stick provided (sticks of the same size) measure the desk and room again and record the answers on the board. Point out how much closer the answers are using the stick as a standard.

4.

7

Volume

Following an introduction to area and volume students will work in groups to build models of square centimeters, square inches, square feet, square meters, and then cubic centimeters, cubic inches, cubic feet, and cubic meters. This becomes a good cooperative team effort at problem solving. Students are provided with materials, but no initial instruction is given on how to build their models.

5.

16

Simple Machines

The student constructs a paper fan and describes it as a simple machine, indicating where the resistance is exerted, where the force is applied and where the fulcrum is located. This paper fan is an example of a machine. What work does it do? (Air has mass and it moved, therefore the fan does work.)

6.

26

Living Organisms

Play the Magic Wand game. Paint a rectangular piece of cardboard blue and glue some sparkle stars on it. Cut out a large cardboard star, paint it with craft paint or finger paint, and glue it to one end. Once the wand is finished, have each child take turns to touch things that are living and non-living and try to change them into the opposite. It is impossible to do. This will help in showing the difference when they use their imagination and then understand reality.

7.

48

Environments In groups of four students will choose one of the water ecosystems

8.

53

Earth Materials

9.

57

Life Cycles

10 .

74

Sources of Energy

and make a diorama that uses materials that the teacher will provide. Each diorama must include organisms that live in the environment and other things that support the organisms living there. Since a diorama can show only part of the picture students will write a paragraph describing other organisms that could live in the scene.

There is a way to reuse or recycle food garbage. Line a shoebox with plastic. Poke several holes through the box and the plastic on each side. Fill the box about half full with crushed dead leaves. Add two handfuls of soil and ½ cup of water. Do this again, then mix the materials with your hands. Next mix in 2-3 tablespoons of food garbage. Put about 150 red worms in the box and cover it with the lid. Observe and record daily as the kitchen scraps disappear and changes occur. In groups students will plant bean seeds in small pots using soil. Each day the group will assign someone in the group to water the plant and make sure it is receiving sunlight. Students will record observations in their Science Journals everyday for one week. Students will make 2 windmills out of pencils and paper. Students will place one windmill at home and one at school. The students will observe the windmills 3 times a day for 3 days and record on a chart whether or not the windmills are being moved by the wind. The class will compile their information and decide whether or not their town is a candidate for wind power electricity.

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

DAY

TOPIC

ACTIVITY Advanced students can create a worksheet to review singular and plural nouns for the class to complete.

1.

143

Nouns

2.

160

3.

22

English proficient students could work with struggling students to help them Grammar better their skills. and Vocabulary Multisyllabic Hearing impaired students will not be able to participate in this section of the lesson, have them write down words and separate them into syllables. Words

4.

72

Sources of Energy

5.

78

Solar System Advanced students can use the internet to discover how and when each planet was discovered.

6.

83

7.

165

Space Exploration Probability

8.

169

Patterns

9.

178

Evaluation

10 .

92

Number Sentences

Students who cannot physically participate in the activity will be the recorder. After each round is over they will record how many renewable resources there are and how many nonrenewable resources there are. The class can graph this information at the end of the lesson.

Hearing impaired students will be given a copy of the lyrics to the song. Students who cannot easily cut and glue the cube together will have a pre-made cube given to them, they will just need to fill in the numbers. Students that have difficulty with writing and hand writing skills may use a computer to type their stories. LD students will be given a word bank to identify the given charts and tables. Students that have difficulty with fine motor skills can use larger, plastic pieces instead of M&M’s.

On my honor, I Krista Sartin and Kerri Misiano 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 Krista Sartin and Kerri Misiano 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 Krista Sartin and Kerri Misiano 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. On my honor, I Krista Sartin and Kerri Misiano 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.