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Student: Maria Paz MirandaDate: 09/29/08
My activity
http://school.discoveryeducation.com/lessonplans/programs/animalsAroundUs/
Aims Listening ComprehensionProduction
Topic / content Animals The concept of “habitat”
Target group Fifth grade
Estimated time 1 hour
Procedure:
• Talk about different natural environments with the class• Continue discussing forests, wetlands, deserts, and
grasslands until students demonstrate a clear understanding of the basic characteristics of these environments and can identify some animals that live in each habitat.
1
Look a the picture… is this
a forest?
No, it isn’tIt is a desert!
Once students have a solid understanding, tell them to draw a picture of the one they would most likely to visit.
Allow students time to work on their drawings. Write the words "forest," "desert," "wetlands," and "grasslands" on the board so students can write the word for their chosen habitat in a visible spot on their drawings.
2
FOREST DESERT WETLANDS GRASSLANDS
-Once the drawings are complete, ask students to share them with the rest of the class. 3
At the close of the lesson, take the students outside to observe animals that live in your school environment. 4
What do you see? How would you describe the
habitat these animals live in?
Finally, display the habitat drawings in the classroom so students have a visual reminder of the unique features of the forest, desert, wetlands, and grasslands.5
FOREST
GRASSLANDS DESERT
WETLANDS
• Venn Diagram: Comparing HabitatsUse this Venn diagram to compare two habitats.
http://www.abcteach.com/search.php
Websites: • Pets http://www.clicknlearn.net/• • Preschool Act. http://www.first-school.ws/
theme/animals.htm• • DLTK's Crafts for Kids http://www.dltk-
kids.com/animals/index.html• • Animal Coloring Pages http://
www.abcteach.com/directory/fun_activities/coloring_pages/animals/
• • Nathional Geographic kids http://
kids.nationalgeographic.com/Animals/•
• Kaboose http://printables.kaboose.com
/animal-printables.html
Cleopatra
Lesson Plan
• Grade Level: 8th grade
• Duration: Two Class Periods
Objectives:Students will understand the following:• Comparing people and ranking them is a difficult
challenge.• People are important to society in many different
ways.Materials: Access for students to biographical reference
materials in a class library, in a school library, or on a computer or the Internet
Procedures:
• 1.- Set the stage for a project that focuses on Cleopatra and other notable women.
• 2.- Stimulate a class discussion by asking, Is Cleopatra the most important woman of all time?
• 3.- Create a chart with at least five columns so that you can list the names of women and the qualities your class named to explain what important means.
• 4.- ask the student to order the different women of the chart giving the highest score to the most important. They have to write it down in a piece of paper.
• 5.- Call on each student in the class to tell you who his or her highest-scoring woman is.
• 6.- Ask students to comment on this activity. Ask what was easy about it and what was hard. Ask what the value is in going through such an exercise.
Evaluation The students will be evaluated on their work
using the following three-point rubric:
• Three points: wrote a substantial sentence about each woman on the chart; completely followed instructions in the rest of the procedures
• Two points: wrote a sentence about each woman on the chart; mostly followed instructions in the rest of the procedures
• One point: did not write a sentence about each woman on the chart; did not sufficiently follow instructions in the rest of the procedures
Discovering
Dinosaurs
TITLE OF LESSON PLAN: Discovering Dinosaurs
LENGTH OF LESSON: One to Two class periods
GRADE LEVEL: 3-4
SUBJECT AREA: Earth Science
Class Planning
Objectives
Students will:
1.Know these animals that once lived on earth and that have completely dissapeared.
2. Understand theories about what dinosaurs were like but that paleontologists don't really know for sure.
3. Describe how evidence is used to try to determine what a dinosaur looked like and how it behaved
4. Get better understanding about what fossils are.
5. Will make their own dinosaur that they can name after themselves.
Vocabulary for the class• adaptationAdjustment to environmental conditions; modification of an organism or its parts that makes it more fit for existence under the conditions of its environment.
• fossilA remnant, impression, or trace of an organism of past geologic ages that has been preserved in the Earth's crust.
• predatorOne that preys, destroys, or devours; an animal that lives by predation.
• preyAn animal taken by a predator as food.
Activities
Pre Activities.
Warming up:
•Distribute copies of the “What happened here?” and ask students if they have any idea of what is the picture about. Give them some tips if necessary.
•Ask them what they think that dinosaurs were like.
•Ask them if they have ever seen a real living dinosaur. Why?, Why not?
• Ask them if they have ever seen a re-creation of a dinosaur in a movie or on television. Ask them to name some movies in which they have seen these things. You can also ask them to name some places where they have seen or could see dinosaur skeletons or models.
• Explain to students that dinosaurs lived so long ago that no human being has ever seen a real one, which means that the best we can do is have theories about what they looked like and how they behaved.
While Activities:•Show them “What remains?” worksheet and ask to compare both images.
•Work in small groups: ask your students to use the skeleton picture to guess what the whole dinosaur looked like with its muscles and skin; then ask them to draw their ideas.
•Tell them about fossils , and explain that fossils include dinosaur bones, dinosaur footprints, dinosaur teeth, and even dinosaur eggs.
Give them “Dinosaur Footprint” worksheet and ask them some question to discuss in the same groups.
e.g.
• Why these footprints are different if both belong to dinosaurs?
• How do scientists know which dinosaurs were predators and
which were prey? What evidence do they have?
•Etc.
Post Activities
Students will make their own
conclusions.
Make your own dinosaur
1
2
3
•Finally as a extension of the activity children will watch the video ”Magic School Bus: In the Time of the Dinosaur”
EvaluationFor each of the activities, students should be evaluated on how
well they can support their conclusions about dinosaurs and
dinosaur behavior. For each claim (e.g., “I think this dinosaur
ran quickly”), students must be able to point to some part of the
picture that supports their idea.
Weblinks for further information•http://www.ucmp.berkeley.edu/history/plesio.html
Anning's Plesiosaurs contains three excellent photographs of plesiosaur skeletons suitable for the exercise described in this lesson in which students use photographs to hypothesize what an animal would have actually looked like.
•http://www.dinosaurstatepark.org/inside.html
The site for Dinosaur State Park, located in Rocky Hill, Connecticut, tells about an active dinosaur dig. It features many other dinosaur-related links.
http://school.discoveryeducation.com/lessonplans/programs/tlc-dinosaurs/index.html
http://www.preschooleducation.com/cdinosaur.shtm
http://www.enchantedlearning.com/crafts/Trexcutout.shtml
LinksLinks
““Insects we love and hate”Insects we love and hate”
LESSON PLANLESSON PLAN“Insects we love and hate”“Insects we love and hate”
• Subject Subject : Life sciences
• TopicTopic : Insects we love and hate
• GradeGrade : 5-8
• DurationDuration : Two periods of 45 minutes.
• Materials RequiredMaterials Required : _ Computer with internet access _ Drawing Materials.
Lesson Plan: Insects we love and we Lesson Plan: Insects we love and we hatehate
Overview: This lesson is about insects rather than parasites, but it teaches students about some insect parasites (e.g., mosquitoes and lice) as well as about insects in general. Students will see pictures of insects that bite and sting, and others of insects that don't bother people.
ObjectivesObjectives
Students will: • draw pictures of "creepy-crawlies" they have seen; • view pictures of insects, and discuss the ones people like and
dislike; • discuss why some insects bite and sting; • discuss why some insects are both good and bad for people; • list the good and not-so-good things insects do; • place specific insects into their lists; • discuss what life is like from a mosquito's point of view; and • draw pictures of "good" and "bad" insects, and share them with
adults to see their reactions
Lesson Plan: Insects we love and we Lesson Plan: Insects we love and we hatehate
Suggested ProcedureSuggested Procedure
• Opening: Ask students to draw pictures of some of the "creepy-crawlies" they have seen. Have them share their pictures with the class and discuss what they like and dislike about these creatures.
Lesson Plan: Insects we love and we Lesson Plan: Insects we love and we hatehate
Suggested Procedure Suggested Procedure
Development: Have students look at some of the insect pictures at these Web sites:
www.dragonflies.org/catalog.htm
www.insecta-inspecta.com/fleas/cat/anatomy.html
www.pbs.org/wgbh/nova/bees
www.butterfliesandmoths.org
www.kidshealth.org/kid/ill_injure/sick/lice.html
• Ask students which of these insects people tend to like and which people tend to dislike. What are the differences between "likeable" and "not-so-likeable" insects?
• Has anyone in the class ever been bitten or stung by one of these insects? What was the experience like? What did they do?
• Help the class make two lists. The first list should describe things insects do that we like. The second list should describe things insects do that we don't like.
Lesson Plan: Insects we love and we Lesson Plan: Insects we love and we hatehate
Suggested ProcedureSuggested Procedure • Closing: In a class discussion, ask students to put
themselves into the "shoes" of a biting insect, such as a mosquito. What do they like to eat? Where do they look for their food? Are they "out to get" people, or are they just hungry?
• Suggested Student Assessment: Have each student draw a picture of an insect that's very beautiful or that does good things for the environment or for people. Then have them draw a picture of an insect that looks scary or ugly or has some undesirable behaviors.
Lesson Plan: Insects we love and we Lesson Plan: Insects we love and we hatehate
“CRUEL SCHOOLS”
By Carolina Zúñiga
I. HEADING.
• Subject : Health• Topic : Cruel Schools• Grade : 6-8• Date and time : Monday 29th• Duration : Three periods of 45 minutes.
II. LEARNING OBJECTIVES.
On completing this lesson each student will be able to:• Describe the continuum of violence• Identify ways to personally make a difference in their school• State and carry out the basics of research and data collection • Gain experience in drawing conclusions and summarizing concepts • Participate in group/team activity to solve problems.
Lesson Plan Structure
III. MATERIALS.
For this lesson, you will need:• Paper • Large bulletin board paper • Pencils/pens • Overhead (if available) • Markers • Students Survey on Bullying and violence handout.• Reality matters, Cruel School Facts handout• Continuum of Violence handout.
IV. PROCEDURES:1.”Bullying and Violence” part one-First Lesson
• watch a video related with the topic (cruel schools) • As a class, talk about what it means to be a "bully".
• Have students think of words that might be associated with a "bully" and a “victim” (brainstorming).
• Place additional vocabulary words .Have students work in assigned groups of two. Have them define the 10 vocabulary words.
• Have each group give their definition of one vocabulary word to the class.
• Once students have an understanding of the word "bully" or "bullying", introduce the Student Survey on Bullying.
2. Student Survey on Bullying and Violence- Part Two-Second Lesson
•Print copies of both handouts: Reality Matters, Cruel Schools Facts and The Student Survey on Bullying and Violence.
•Introduce the facts handout first, review the details with the class, and ask the students how they feel about their school.
• Next, introduce the survey form and instruct the students on how to administer the survey on Bullying and Violence. They can do this during class time. They are to survey 3 students and 2 adults (on campus). They will only need to note if the person surveyed is a student or an adult, and that the person has not answered the survey for another student.
• Once surveys are complete, have students compile their individual responses. See the example of the spreadsheet to use to help compile and review the results.
3. Individual Reports and Class Summary-Part Three-Summary Lesson
•With information gathered from the survey, have students write a synopsis of their findings. Have them include their answers to the following questions:
•Can one person make a difference? •If bullying has no audience, can it exist?•How is empathy the first step to stopping violence?•How can you become part of the solution to bullying at school?
•Once students have completed their individual summary share their responses with the class. Lead the class to create a profile of their school. Record the profile of the master survey results and conclusions by using overhead or on a large bulletin paper in classroom.
V. Discussion Questions :
• What does it mean to "take up" for someone?
• What does it mean to "put yourself at risk"?
• If you see someone being bullied, what are some things you could do?
• Whose responsibility is it to stop bullying from occurring?
• In what type of situations might adult involvement help solve bullying situations?
• In what type of situations might adult involvement hurt solving bullying situations?
• What are some of the ways young people learn to socialize with each other?
• How can we learn to better accept each other’s differences?
VI. Evaluation
Students may be evaluated by using the following three-point rubric:
• Three points: student has followed all given instructions with full participation in group and class discussion. They have completed vocabulary list and school survey. Individual summary is well thought out and conclusive.
• Two points: student has completed vocabulary list, school survey and individual summary with some participation in group and class activities.
• One point: student has completed portions of the three-part assignment with limited class involvement.
VI. Vocabulary
•Bullying• empathy• victim• taunting• relentless• ridicule• ethics• intervention• influence
VIII. References.
•http//school.discoveryeducation.com/lessonplans/programs/cruelschools.
•http//Ericir.syr.edu
THE
END
• QUESTIONS ?
MummiesJuan Pablo Arias.
Professor: María Edith Larenas
Unit name: “Mummies”.
• Grade level : 6th year elementary school.
• Subject : History.
• Duration : One to two class periods.
Objectives
• Students will understand:
• 1. what mummies are and where they’ve been found;
• 2. how and why mummies were made; and
• 3. what clues mummies give us about the culture of those who created them .
Materials.
• The students will need the following:
• •World map
• •Pictures of King Tut and other famous mummies
• •Internet access
Procedures
• Show the class a picture of Tutankhamen and ask what they know about this ancient ruler.
PRE
• Ask students to name other famous mummies.
• Now show the class pictures of other mummies.
• Explain to students that mummies have been found all over the world .
• Encourage students to generate a brainstorming activity about mummies. Write the words on the board
• What are mummies?• Explain that a mummy is a preserved body of a
person or animal.
• How are mummies made?• Explain that over the years, scientists have found
mummies that were preserved in different ways.
• Why are mummies important today?• Mummies give us important clues about the past.
Give students the following background information
WHILE
Activity.
• Divide the class into groups of four or five.
• Explain that each group will research a mummy using library or Internet resources and present its findings to the class.
• Encourage students to find pictures as they conduct their research; they will show them to the class during their presentations. They might also want to answer questions the class generated.
POST.
Adaptations
•Have students make posters that compare and contrast the mummification processes used by the Egyptians and the Inca of South America. The posters may include drawings, photos, text, and diagrams describing why and how each culture mummifies its dead and what kinds of artifacts scientists have found with Egyptian and South American mummies.
Evaluation • Use the following three-point rubric to evaluate students’ work
during this lesson:• _____________________________________________• Three points: actively participated in the group project, researching
and analyzing information about a mummy and presenting the findings to the class in the correct time(5minutes); effectively located and made imaginative use of print and Internet resources; demonstrated a clear understanding of why mummies are important today.
• __________________________________________________• Two points: participated somewhat in the group project, researching
and analyzing information about a mummy and presenting the findings to the class in an acceptable time; located and used some print and Internet resources on mummies; demonstrated some understanding of why mummies are important today.
• __________________________________________________• One point: participated minimally in the group project, researching
and analyzing information about a mummy and presenting the findings to the class without taking into account the time given; located and used print and Internet resources on mummies to a small extent; demonstrated little understanding of why mummies are important today.
Vocabulary• archaeology
Definition:The science of studying material evidence to find out about human cultures of the past.Context:Mummies are importantarchaeologicalfinds because they tell us about ancient civilizations.
bog body Definition:A body preserved naturally in peat or waterlogged land with chemicals that prevent decay.Context: Bog bodieshave been found throughout Europe, in Denmark, Germany, Ireland, Scotland, England, Sweden, and the Netherlands.
culture Definition:The pattern of learned and shared behavior among the members of a group of people.Context:Excavating tombs in South America provides clues about thecultureof a people who mummified their dead.
Vocabulary• embalm
Definition:To deliberately preserve a human body after death through physical and chemical methods.Context:The ancient Egyptians carefullyembalmedtheir dead to preserve the bodies.
mummy Definition:A body that has been preserved by natural or artificial means.Context:Archaeologist Howard Carter discovered themummyof King Tut in Egypt’s Valley of the Kings in 1922.
tomb Definition:The burial site of a noble or ruler, usually composed of several sealed chambers containing the mummy along with personal possessions and various burial artifacts.Context:King Tut’stombwas discovered with its artifacts intact.
References
• http://www.eduref.org
• http://school.discoveryeducation.com.
The Great African Safari.
Geraldine Verdugo Venegas.
• Grade level: 3-5
• Subject: Language Arts • Duration: 1 class period
• Objectives: Analyze verbs. Identify irregular verbs (go,
went, swim, swam). Explore present tense and past
tense verbs. Examine how verbs must match
their subjects. Work effectively in small groups.
Materials• Paper and pencils • Crayons, colored pencils, or
colored markers • Two paper bags: one filled with
subjects and the other filled with verbs.
• A set of action verb cards
Pre-Activity• Ask students about what activities they can
do in a Safari.
• Briefly review verbs, action verbs, irregular verbs, present tense and past tense verbs, and verbs matching their subjects.
• Go around the room and ask each student to name a verb, and then have them use it in a sentence.
Procedure: 1-. Play the pantomime verb game. • Create a set of action verb cards with at least one
card per student. • Then divide the class in half so there are two
teams.• Next have a student from one of the teams come
up, one at a time, to the front of the class and draw a card from the stack of verb cards.
• The student must act out, or pantomime, the word on the card.
• Then have a student from the other team come up and act out the word he or she chooses.
• Place a time limit of one minute (or a time period of your choice) for each team to guess each of the words. Each team receives one point for every verb that it guesses.
• The team who ends up with the most points wins. (Some suggested words: argue, shake, grab, knock, wash, sing, jump, fall, clean, count, eat, run, kick, sleep, dig, and drink).
2. – Teaching verb and subject-verb agreement
• Write sentences, such as the following, on the board.
• Devon always _______ the answers to the problems.
• The dog and the cat ________outside. • Amy and her sister _________ to school yesterday. • The bird ________ overhead before landing on the
ground. • The movie _______ for about two hours.
• Ask for volunteers to complete each sentence with a verb.
• Then have the students determine whether the verb is in present or past tense.
• Point out that, in some cases, verbs in either the present or past tense can fit in the sentence.
• (Possible answers: (1) knows, knew, solves, solved (2) sit, sat, wait, waited, (3) went, walked (4) flies, flew (5) lasted)
3. - An ending activity
• Divide the class into groups of three. • Have each group draw six subjects and six verbs
from two separate bags filled with these two parts of speech.
• Then ask each group to write a story on any topic they choose using at least three of the words they drew from the verb bag and three of the nouns they drew from the noun bag.
• Tell them they can also illustrate their work using crayons, colored pencils, or colored markers.
• When the groups complete their stories, have volunteers read the stories to the class, citing the six nouns and six verbs they picked and the three nouns and the three verbs that they used.
Assessment• Use the following three-point rubric to evaluate students'
work during this lesson.
3 points 2 points 1 point
Students consistently worked effectively in small groups; were consistently able to identify action verbs, irregular verbs, present and past tense verbs; were consistently able to match verbs with subjects; were consistently able to create stories using verbs; and consistently understood how verbs, particularly action verbs, were effective in improving their writing.
Students usually worked effectively in small groups; were usually able to identify action verbs, irregular verbs, present and past tense verbs; were usually able to match verbs with subjects; were usually able to create stories using verbs; and usually understood how action able to create stories using verbs; and consistently understood how verbs, particularly action verbs, were effective in improving their writing.
Students rarely worked effectively in small groups; were rarely able to identify action verbs, irregular verbs, present and past tense verbs; were rarely able to match verbs with subjects; were rarely able to create stories using verbs; and rarely understood how verbs, particularly action verbs, were effective in improving their writing.
Vocabulary• Action verb: A verb that describes an act or shows
action Context: The horse galloped around the ring with
his head held high.
• Altitude :A high location or area Context: Brittany and Joseph had to climb for hours
before reaching the altitude at the top of the mountain.
• Irregular verb :Any verb whose past tense is not formed by adding –d, –ed, or –ied to the present tense.
Context: "To go" is an irregular verb because the past tense
Vocabulary • Migration : Moving from place to place (particularly
animals) Context: Due to migration, some birds fly south for the
winter.
• past tense : A verb tense used to express an action or condition that occurred in the past
Context: Dave was the only member of his family who had red hair.
• present tense :The verb tense expressing action in the present time
Context: Janelle is the president of her class and vice-president of the student council.
Vocabulary• Safari : A land journey, especially hunting or exploring in
East Africa Context: Would you like to see lions and tigers on a safari in
Africa?
Source: www.school.discoveryeducation.com
Name: Maria Alicia Gatica V
Professor: Maria Edith Larenas
Subject: Recursos Didácticos
Date: September 29,2008
Name of the activity
: Weight Control
Grade Level
: 2nd level Secondary School
Duration : 2 or 3 class Period
Objectives
: Students will:•Get general and specific information from the text.•List the 5 food groups that make up the food pyramid. •Explain orally and in writing the purpose of the food pyramid. •Define and give an example of each food group. •Separate a group of mixed food into the proper food groups.
Description
: In this activity, students learn about the five food groups and how to use the food pyramid as their guide.
Materials : •Dictionaries•Computer with Internet access
Procedures
: WARMING UP:•Teacher will hold up a candy bar and an apple and ask students which do they think is better and healthier for their bodies.
•Teacher will then ask the students if they ever think about what they are putting in their bodies before they eat something.
ACTIVITY:•Teacher will ask students to research about the “Food Guide Pyramid” on the following web pages: http://kidshealth.org/kid/stay_healthy/food/pyramid.html and http://www.mypyramid.gov/pyramid/index.html
•Teacher will ask students to explain orally and in writing the purpose of the food pyramid. (Using Spanish if needed)
Procedures
: ACTIVITY:•Teacher will then list the six categories shown on the food pyramid (5 food groups: grains, protein, dairy, fruits, vegetables; and sweets/fats -- use sparingly) on the board.
•Teacher will then ask students to get a dictionary and look up the words, the definitions will then be put on the board.
•Teacher will ask students to write a definition of each group and give at least 3 examples of each one of them.
•Teacher will ask students to discuss, in groups, about why some foods are "good" and some are "bad" and what they have learned about diet.
Procedures : ASSESSMENT:•Teacher will give each group an image with assorted food products; the groups will then divide the products into the correct 6 categories and list them on a separate sheet of paper. •Teacher will also ask them to explain the purpose of the Food Pyramid and define each group.
1. http://school.discoveryeducation.com/lessonplans/programs/weightcontrol/
2. http://kidshealth.org/kid/stay_healthy/food/pyramid.html
3. http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Health/Nutrition/NUT0016.html
4. http://www.mypyramid.gov/pyramid/index.html
5. Programa de estudio 2 año Medio
