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Saturday, December 4

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  6. page Group Contribution Chart edited ... Teacher will summarize the terms learned in the lesson. The teacher will remind the students …
    ...
    Teacher will summarize the terms learned in the lesson.
    The teacher will remind the students why it is important to help the polar bears. The teacher will also ask the students what they can do to help the polar bears. The teacher could alter the lesson to make it work for any animal, such as pandas. The teacher could have the students make a panda mask instead. The teacher can buy a webkinz for the students to take care of as an extension
    <!--[if gte mso 10]>
    Teacher will close by
    *asking questions:
    ...
    -How can we help preserve energy?
    by letting the students share their polar bears with the class and giving them a name.
    Extension: visit
    Brain Pop Jrand play the endangered species memory game.

    -Teacher will close the lesson with the “Giant Panda” information card
    -Teacher will close also by asking questions about the story, new vocabulary, and ways to save the planet
    ...
    Provide assistance to the students who cannot place the button themselves.
    In the small groups the teacher can monitor which students require extra help while making the mask or hand-print polar bears and the teacher can assist when necessary.
    Teacher will be working with the small groups to make sure to help with glue, and placement of the shapes if the students cannot do it by themselves.
    -Teacher will assist or guide the student who may be having difficulty or who may seem frustrated with positive speech
    -Teacher may suggest what and how the material could be use to the student who is having more difficulty
    (view changes)
  7. page Group Contribution Chart edited ... Tiffany Jones Fine Arts Standard(s) ... selected themes. d. d. Makes choices ... …
    ...
    Tiffany Jones
    Fine Arts Standard(s)
    ...
    selected themes.
    d.

    d.
    Makes choices
    ...
    art compositions.
    VA1PR.1 Creates artworks based on personal experience and selected themes.
    e. Combines materials in new and inventive ways to make a finished work of art.
    CD 1 Children will explore and use a variety of materials to develop artistic expression
    CD 1 a Experiments with a variety of materials and activities for sensory experience and exploration

    CD 1. Children will explore and use a variety of materials to develop artistic expression
    (a) Experiments with a variety of materials and activities for sensory experience and exploration.
    ...
    3. Food
    4. Shelter
    SD 2 Children will acquire scientific knowledge related to life
    Science
    Observes, explores, and describes a wide variety of animals and plants

    LD 3. Children will develop an understanding of new vocabulary introduced in conversations, activities, stories or books
    (c) Connects new vocabulary with prior educational experiences.
    ...
    Students will create polar bear masks and decide how their own masks will look.
    The students will create a polar bear mask. The teacher will grade on correctness to make sure the students understand what a polar bear looks like.
    Student will create their own version of a polar bear using shapes; rectangle, triangle, and oval.
    -Student will explore and use a variety of materials (5 different types of pasta, black crayon, black paint, glue, and scissors)
    -Student will create a panda’s face using these materials
    ...
    3) Identify what how to lessen global warming
    The teacher will ask students what the polar bear needs to survive as well as ways they can help polar bears.
    Students will:
    identify the animal and environment.
    Be able to identify the word endangered and tell what it means.

    -Student will develop an understanding of new vocabulary introduced in the book S is for Save the Planet: A How-to-Be Green Alphabet -Student will learn the meaning of endangered species, extinction, and habitat based on their prior knowledge of the giant panda -Student will discuss age-appropriate strategies to help our planet by connecting information and events from the book to their life
    As you go around allowing the students to share their impasto paintings, you can make questions from the information based on the content you introduced such as:
    ...
    http://www.polarbearsinternational.org/
    Books, paint, paper plates, wiggle eyes, pom pom, super snow, and webkinz
    Fine arts extension chart.
    Book, "Polar Bear, Polar Bear What Do You Hear?" Pictures. Paper shapes( rectangle, triangle , oval), blue or black construction paper.

    -Paper plates
    -5 different types of pasta
    ...
    Endangered Species – there are not many of the animals left
    Polar Bears – usually give birth to two cubs at a time, skin is black and fur has no color, they eat seals, are eleven feet tall, and can go days without eating
    Polar Bears:
    - Do not hibernate, they have winter sleep.
    - They are found at the North Pole
    - Commonly search for food and sometimes have to eat trash
    ENDANGERED- not many still alive.
    Extinct- no more left
    Global warming means that the temperature of the Earth is rising and is causing them to lose their habitat.

    Endangered species: very few animals left of that kind
    Extinction: no more animals left of that kind
    ...
    Teacher will give directions on making polar bear masks.
    At their seats the students will be working on a word search, finding words that relate to polar bears. The words are a little more advanced than the words the first graders normally use so they can help each other find them. Students will create their own polar bear mask as well as a hand-print polar bear. The polar bear mask will be made from a paper plate, a pom pom, wiggle eyes, and construction paper. The hand-print polar bear will be made from tempera paint and construction paper.
    Small groups will:
    -listen to a story about polar bears to show comprehension.
    -create their own polar bear using shapes to show their interpretation of a polar bear. Students will be given a piece of paper(either blue or black) and 2 white rectangles, 1 white triangle, and 1 white oval.

    -Student will create a panda’s face-through their own creativity-using the materials provided
    -Student will have to give feedback during closing about information learning or to define the new vocabulary-Student will listen to items listed on the lesson agenda
    ...
    Teacher will summarize the terms learned in the lesson.
    The teacher will remind the students why it is important to help the polar bears. The teacher will also ask the students what they can do to help the polar bears. The teacher could alter the lesson to make it work for any animal, such as pandas. The teacher could have the students make a panda mask instead. The teacher can buy a webkinz for the students to take care of as an extension
    <!--[if gte mso 10]>
    Teacher will close by
    *asking questions:
    -what does endangered mean?
    -How can we help preserve energy?
    by letting the students share their polar bears with the class and giving them a name.

    -Teacher will close the lesson with the “Giant Panda” information card
    -Teacher will close also by asking questions about the story, new vocabulary, and ways to save the planet
    ...
    Some students may become frustrated with the task of painting a polar bear so I could leave a picture of a polar bear up on the screen or even let that particular student have a book near their desk to refer to.
    ^There is a specific emotionally challenged student in the class that I thought about while writing this lesson plan. He did fine with a picture to follow!
    ...
    we'll have to
    to
    put this
    Here is my lesson plan that I am using (I posted it in the chart because it wouldn't let me just post my lesson plan) ~Rebekah
    (view changes)
  8. page Group Contribution Chart edited ... Tiffany Jones Fine Arts Standard(s) VA1PR.1 Creates artworks based on personal experience …
    ...
    Tiffany Jones
    Fine Arts Standard(s)
    VA1PR.1 Creates artworks based on personal experience and selected themes.
    d. Makes choices in developing art compositions.

    VA1PR.1 Creates artworks based on personal experience and selected themes.
    e. Combines materials in new and inventive ways to make a finished work of art.
    ...
    Creates paintings with a variety of media (e.g., acrylic, tempera, watercolor.)
    Content Area Standard(s)
    S1L1. Students will investigate the characteristics and basic needs of plants and animals.
    b. Identify the basic needs of an animal.
    1. Air
    2. Water
    3. Food
    4. Shelter

    S1L1. Students will investigate the characteristics and basic needs of plants and animals.
    b. Identify the basic needs of an animal.
    ...
    a. Identify the basic needs of an animal. 1. Air 2. Water 3. Food 4. Shelter d. Compare and describe various animals- appearance, motion, growth and basic needs.
    Fine Arts Assessment(s)
    Students will create polar bear masks and decide how their own masks will look.
    The students will create a polar bear mask. The teacher will grade on correctness to make sure the students understand what a polar bear looks like.
    -Student will explore and use a variety of materials (5 different types of pasta, black crayon, black paint, glue, and scissors)
    ...
    (Both of these tasks will be monitored and observed visually, by the teacher(s).)
    Content Area Assessment(s)
    Students will be able to
    1) Identify what endangered species means
    2) Identify what global warming means
    3) Identify what how to lessen global warming

    The teacher will ask students what the polar bear needs to survive as well as ways they can help polar bears.
    -Student will develop an understanding of new vocabulary introduced in the book S is for Save the Planet: A How-to-Be Green Alphabet -Student will learn the meaning of endangered species, extinction, and habitat based on their prior knowledge of the giant panda -Student will discuss age-appropriate strategies to help our planet by connecting information and events from the book to their life
    ...
    This is to serve as a means of review at the end of the lesson.
    Materials/Books, Visuals, Resources, Links
    Contribution Chart
    Paper plates, black buttons, and Polar Bears in Danger by Roberta Edwards
    http://www.endangeredspecie.com/ This is a great website I found. It has lots of great resources. For example, you can search endangered species by state, it lists books on endangered species, and it has a kids/teacher corner on the website
    http://www.kidsplanet.org/defendit/
    http://www.polarbearsinternational.org/

    Books, paint, paper plates, wiggle eyes, pom pom, super snow, and webkinz
    -Paper plates
    ...
    We needed light blue construction paper, white tempera paint, blue tempera paint, flour, plates, cups, paintbrushes, and water.
    Humane Ed Content
    Endangered Species- plants or animals that only a few are left
    Extinct- plants or animals that are completely gone
    Global warming- the Earth’s temperature is rising

    Endangered Species – there are not many of the animals left
    Polar Bears – usually give birth to two cubs at a time, skin is black and fur has no color, they eat seals, are eleven feet tall, and can go days without eating
    ...
    Define conservationist.
    Whole Group, Small Group, and Independent Activity Ideas
    Teacher will discuss unfamiliar terms read in the book.
    Teacher will give directions on making polar bear masks.

    At their seats the students will be working on a word search, finding words that relate to polar bears. The words are a little more advanced than the words the first graders normally use so they can help each other find them. Students will create their own polar bear mask as well as a hand-print polar bear. The polar bear mask will be made from a paper plate, a pom pom, wiggle eyes, and construction paper. The hand-print polar bear will be made from tempera paint and construction paper.
    -Student will create a panda’s face-through their own creativity-using the materials provided
    ...
    Independently, they will paint and answer review questions at the end.
    Lesson Closure and Extensions
    Teacher will summarize the terms learned in the lesson.
    The teacher will remind the students why it is important to help the polar bears. The teacher will also ask the students what they can do to help the polar bears. The teacher could alter the lesson to make it work for any animal, such as pandas. The teacher could have the students make a panda mask instead. The teacher can buy a webkinz for the students to take care of as an extension
    -Teacher will close the lesson with the “Giant Panda” information card
    ...
    Share your painting and review question session.
    Adaptations/Special Needs Considerations
    Provide assistance to the students who cannot place the button themselves.
    In the small groups the teacher can monitor which students require extra help while making the mask or hand-print polar bears and the teacher can assist when necessary.
    -Teacher will assist or guide the student who may be having difficulty or who may seem frustrated with positive speech
    (view changes)

Wednesday, December 1

  1. page Brainstorm Endangered Species edited ... Erin Activity- creating a polar bear by using shapes. letting the students be creative in wha…
    ...
    Erin
    Activity- creating a polar bear by using shapes. letting the students be creative in what shapes they use to create their polar bear.
    http://www.brainpopjr.com/science/conservation/extinctandendangeredspecies/grownups.weml#teachers
    (view changes)

Tuesday, November 30

  1. page Group Contribution Chart edited ... -Teacher will close the lesson with the “Giant Panda” information card -Teacher will close al…
    ...
    -Teacher will close the lesson with the “Giant Panda” information card
    -Teacher will close also by asking questions about the story, new vocabulary, and ways to save the planet
    Share your painting and review question session.
    Adaptations/Special Needs Considerations
    In the small groups the teacher can monitor which students require extra help while making the mask or hand-print polar bears and the teacher can assist when necessary.
    ...
    -S is for Save the Planet: A How-to-Be Green Alphabet has a lot of information on each page specific to what’s discussed in the alphabet; it also has three columns worth of websites for additional resources
    -This lesson could be extended by addressing other animals that are endangered; it could also be extended by letting the students, within their classroom or within the school, collectively come up with ideas or projects to help save the planet
    Some students may become frustrated with the task of painting a polar bear so I could leave a picture of a polar bear up on the screen or even let that particular student have a book near their desk to refer to.
    ^There is a specific emotionally challenged student in the class that I thought about while writing this lesson plan. He did fine with a picture to follow!

    I think we should put our sites and other contributions here because we'll have to put this into a document to submit it.
    Here is my lesson plan that I am using (I posted it in the chart because it wouldn't let me just post my lesson plan) ~Rebekah
    (view changes)

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