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1. "Take a walk around a school’s neighborhood. What lands form do you observe? What are the physical characteristics of the area that make it unique? Designing a learning experience for primary children based on your findings. Draw a map of the area including the school and the surrounding features. Follow this format for developing your learning experience: Objective (goal): Specific social studies area (Refer to the strands/themes listed in the beginning of the text): Description of the activity: Accommodations for special needs children: Assessment: 2. What are elements of a democratic classroom? What experiences are important for young children? How do these experiences teach them civics? Additional instructions: Include pictures of two flags. Include a flag from our history that is not the current flag of the United States as well as a picture of the flag from a different country. Be sure you explain the symbols and colors for both flags as explained in the textbook. Answer all questions for both flags. 3. What are the origins of some of the everyday foods and their ingredients that you see in the stores? How many countries of origin can you identify? What are the implications for the world in which young children will grow up? 2. What are the origins of some of the everyday food and their ingredients that you see in the stores? Pick three (3) food dishes each from a different country. Follow this format for each food dish: 1. What is the name of the food dish? 2. List the country from which the food comes. 3. List the ingredients in the dish and how the dish is prepared. 4. Tell when this dish is eaten in the culture from which it came (for example, breakfast, lunch, dinner, holiday, etc.) 5. What can you teach children about the culture of the country from this food dish? For example, if the dish comes from a country that grows a lot of corn, then corn would be a staple ingredient in much of their food. Must be a paragraph of at least three sentences. You will have three food dishes and you will answer all 5 questions for each food dish. .

Education

picture of the flag from a different country. Be sure you
explain the symbols and colors for both flags as explained in the
textbook. Answer all questions for both flags.
3. What are the origins of some of the everyday foods and their
ingredients that you see in the stores? How many countries of
origin can you identify? What are the implications for the world
in which young children will grow up?
2. What are the origins of some of the everyday food and their
ingredients that you see in the stores?
Pick three (3) food dishes each from a different country.
Follow this format for each food dish:
1. What is the name of the food dish?
2. List the country from which the food comes.
3. List the ingredients in the dish and how the dish is prepared.
4. Tell when this dish is eaten in the culture from which it
came (for example, breakfast, lunch, dinner, holiday, etc.)
5. What can you teach children about the culture of the country
from this food dish? For example, if the dish comes from a
country that grows a lot of corn, then corn would be a staple
ingredient in much of their food. Must be a paragraph of at
least three sentences.
You will have three food dishes and you will answer all 5
questions for each food dish.

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Topic 6: Benchmark - Children’s Informational Text Lesson and Assessment Plans GCU College of Education LESSON PLAN TEMPLATE 03/2014 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title 7th March 29, 2017 Reading Informational Text Evolution of the Grocery Bag Instructional Plan I. Planning – DAY ONE Lesson summary and focus: The focus of this lesson is reading informational text. The students will analyze the interactions between the events, individuals, and ideas after reading “The Evolution of the Grocery Bag” by Henry Petroski. Comment by Katy Sell: Details including grade level, lesson summary, and materials are very thorough! Great things to consider when planning! Classroom and student factors: The classroom is large with a total of 30 students, 16 of those students being girls and 14 boys. There are 2 students’ age that is above grade level and one students age below grade level. Most the students are Caucasian at 19, 5 Hispanic students, 3 African American students, 2 Asian students, and 1 Native American/ Pacific Islander student. Also, I have 4 students with an ELL (2 boys and 2 girls). There are 5 students with an IEP, 4 of them have a learning disability and 1 with emotional disability. There are 21 out of 30 students who have internet access at home. One student with hearing aids, one who is diabetic, and one allergic to peanuts. National / State Learning Standards: 7.RI.3 CCSS.ELA-LITERACY.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Specific learning target(s) / objectives: By the end of the lesson, the learner will analyze the interactions between individuals, events, and ideas in the text with 80% accuracy. Comment by Katy Sell: The LEARNING TARGET OR OBJECTIVE is solid. In my resources and teaching in Topic 1, I provided steps to create Objectives that follow the SMART elements of Specific, Measurable, Attainable, Relevant, and Time-bound. The Learning Objective(s) listed here follows the elements of SMART. Teaching notes: Day one: Today will be about knowing the sequence of the evolution of the grocery bags. Be sure the students are able to know the dates. Day two: Today will be about finding the similarities and differences about the three grocery bags. This will help them build an image of the grocery bag and they will recognize the improvements that were made as time went on. Day three: Today the students are analyzing the evolution of the grocery bag. Agenda: We will be learning about the evolution of the grocery bag. Throughout this lesson, our target is to analyze the interactions between the individuals, events, and ideas. We will be using graphic organizers to help learn the sequence and similarities/differences between each inventors and grocery bag. Each segment will take an entire class period (45-50 minutes) to learn. Formative assessment: Exit ...

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