Collaborative Home Learning Plan.pptx
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The Collaborative Home Learning Plan provides guidance for Grade 11 students studying Earth and Life Science remotely. It outlines three learning competencies covering how Earth is uniquely habitable, its four interconnected subsystems, and identifying minerals by physical properties. Learners complete pre and post assessments, read modules, and answer guide questions to demonstrate understanding of these key topics in a self-directed manner with parent support.
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- Thicker, toxic atmosphere composed primarily of carbon dioxide
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- All three are terrestrial planets located in the inner solar system relatively close to the Sun
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- The FLAP grant that funded the program through Montclair Public Schools and Rutgers University.
- How Chinese Roundtable meetings were held monthly for teachers to receive training and work on developing STEM-focused lesson plan units.
- Details of the professional development sessions in the first two years, which covered topics like thematic unit planning, mathematics and science in the Chinese classroom, and assessment.
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Long Term Planning
Respond to at least two classmates’ postings.
ROSEMARY’S POST:
Of the eight instructional unit types introduced in this chapter, choose one, describe it, and tell why it is your preferred choice.
I will be using a project/problem-based learning unit. With this instructional unit, the students will play detective and help them become engaged in learning. The instructional unit focuses on the students, and more specifically, students working together in smaller groups. Hansen, Buczynski, & Puckett (2015) states, “PBL typically group students into teams to respond to real-world questions, problems, or challenges through an extended inquiry process and then to construct a presentation to share their product or findings.”
Using the formatting for a PBL unit plan provided in table 7.1 in your textbook, outline your own PBL unit.
Name of Project:
Identify the Thirteen Colonies
Subject/Course/Grade Level:
Social Studies/6-8th grade
Unit Duration & Timeline:
3-4 weeks
Teacher Team Members:
Teachers, Librarians, Parents, etc.
Goals & Objectives Necessary to Accomplish the Goals:
The student will demonstrate knowledge of the colonies and the factors that shaped colonial North America.
Similarities and differences between colonial economies, politics, and ways of life.
Physical and human characteristics of national colonial regions.
Verbally identify 3 motives for exploring the colonial regions, e.g., religion, expansion, trade, and wealth, with 80% accuracy.
Distinguish between New England, Middle, and Southern Colonies by coloring and identifying the colonial regions on a 100% map.
Understand the emergence of significant regional differences in the colonies by completing a bulleted graphic organizer based on lecture notes with 90% accuracy.
Given a graphic organizer, students will contrast the economies of the three major colonial regions: New England, Middle, and Southern with 80% accuracy.
Given a graphic organizer, students will compare geography’s impact on the three major colonial regions’ economies. Understand how settlers’ backgrounds influenced their values, priorities, and daily lives.
Create a historical fiction blog or infogram or digital (postcard) that identifies a colonial region’s unique traits and describes life in that region. Students projects will include:
Three reasons why you moved to the colonial region.
Two reasons why you did not settle in the other region.
Writing that is free of spelling and grammatical errors.
A colorful image depicting at least one of the colonial region’s best features.
Standards/CCSS/21st Century Competencies:
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
Project Summary:
Students will be working together in three or four groups to research the Thirteen Colonies and how they came to be. Each team or group will choose a colony from t.
Unit plan 1
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EDUC 635Lesson Title AuthorGENERAL COMMENT AREAGeneral C
EDUC 635
Lesson Title:
Author:
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Topic
Grade/Level
Standards
Objectives
Summary
IMPLEMENTATION
Phase 1: Engage the Learner
Phase 2: Explore the Concept
Phase 3: Explain the Concept & Define the Terms
Phase 4: Elaborate on the Concept
Phase 5: Formative Assessment
Time Allotment
1
Reflections
MATERIALS AND RESOURCES
Differentiated Instruction
.
Instructional Materials & Handouts
Resources
SUMMATIVE ASSESSMENT
Assessment/Rubrics
Page 1 of 1
The Cajun Gingerbread Boy
Author: SHERRY KIGHT
Based on lesson by: SHERRY KIGHT
Date created: 11/05/2011 8:16 PM EST ; Date modified: 11/06/2011 10:28 AM EST
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Reading, Science, Social Studies
Topic or Unit of Study
Bayou Life
Grade/Level
Grade 2
Standards
NC- North Carolina Standard Course of Study
Subject: Social Studies
Grade/Topic: Grade 2 REGIONAL STUDIES: LOCAL, STATE, UNITED STATES, AND WORLD
The second grade study emphasizes community life in a variety of contexts with a major focus on geography. Students examine how communities may be linked to form larger political units, and how there are cultural, geographic, and economic ties. Through their study of various patterns of community living, the students begin to understand that people’s activities are influenced not only by their geographic location, but also by how they use the earth’s materials, the physical environment, and human traditions. By looking at communities from a geographic perspective, students become aware of some of the cultural, political, geographic, and economic factors that help bind communities together through both time and space.
Competency Goal 5: The learner will understand the relationship between people and geography in various communities.
Objective 5.01: Define geography and use geographic terms to describe landforms, bodies of water, weather, and climate.
Subject: Science (updated)
Grade: Grade 2
Subject Area: Life Science
Competency Goal: 1: Will conduct investigations and build an understanding of animal life cycles
Objective: 1.01 Describe the life cycle of animals including: Birth, Developing into an adult, Reproducing, Aging and death
Objective
Students will compare and contrast versions of the story of The Gingerbread Man.
Students will state the meaning of and be able to apply the terms of geography, bayou, city, river, weather, and climate.
Students will review the steps in the life cycle of frogs and discuss how the characteristics of the bayou support the frog’s development.
Summary
The lesson is based on the book The Cajun Gingerbread Boy. By reading the book, the teacher will be able to introduce the concept of a bayou and its inhabitants to students. The teacher will use teacher talk to emphasize the difference between the original version of The Gingerbread Man and The Cajun Gingerbread Boy. The students ...
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The document provides information about an education program called Choices that aims to empower students to thoughtfully address global issues. It offers curriculum units on topics like the environment, human rights, and foreign policy. Students learn through role-playing simulations where they take on perspectives of different countries and stakeholders. The program provides teaching resources like lesson plans, videos, and professional development for teachers. It seeks to develop students' analytical skills and familiarize them with important terms and concepts through engaging activities centered around simulations and role-plays.
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Similarities:
- All three are terrestrial planets located in the inner solar system relatively close to the Sun
- Have solid, rocky surfaces composed of similar materials like silicates and metals
Differences:
Venus:
- Thicker, toxic atmosphere composed primarily of carbon dioxide
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Earth:
- Only planet known to support life
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Mars:
- Thin atmosphere composed mostly of carbon dioxide
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Earth_and_Life_Science_Q1_M1_KDoctolero1.pdf
The unique compositions of earth that make it habitable are:
1. It has liquid water which is essential for life.
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4. It has essential nutrients recycled through geological processes.
5. It has a moderate temperature range where water can exist as a liquid.
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- All three are terrestrial planets located in the inner solar system relatively close to the Sun
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- Surface temperature is the hottest in the solar system at around 462°C
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Hoc tieng anh qua moi truong
This document provides lesson plans for teachers of adult English language learners to teach English language skills while also teaching about environmental topics like reducing, reusing, and recycling waste. It includes lessons for beginning, intermediate, and advanced English language levels that focus on vocabulary, grammar structures, and civic activities related to solid waste management and conservation of natural resources. The lessons incorporate hands-on learning with real recyclable materials and picture files to reinforce the environmental concepts.
5 Lesson Plans
This lesson plan outlines a lesson on the four seasons, focusing on autumn/fall. The objectives are for students to communicate in English about seasonal changes and understand how seasons impact plants and animals. Materials include leaves, a laptop, worksheets, a poem, and vocabulary flashcards. Procedures include a warm-up where students review past work, watching a video on autumn, and completing worksheets. Students will be assessed by sharing what they learned. Differentiation strategies support students at different levels, such as modeling, interaction, and relating concepts to personal experiences. The teacher reflects on student performance and lesson design.
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This document provides a lesson plan template for a 7th grade lesson on caring for the environment. The objectives are to develop students' comprehension and expression skills related to environmental vocabulary, conditional tenses, and modal verbs. Students will discuss the concept of environment, problems affecting it, and ways to care for it. They will then research environmental issues, propose solutions, and present their findings to the class via a triptych or poster. The lesson will be delivered over two classes involving presentation, discussion, research, and a student presentation component.
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This document provides a lesson plan template for a 7th grade lesson on caring for the environment. The objectives are to develop students' comprehension and expression skills related to environmental vocabulary, conditional tenses, and modal verbs. Students will research environmental issues like global warming, propose ways to help the local environment or city, and present their findings to the class as a triptych or poster. The lesson will be delivered over two classes involving a presentation, research, and group presentations of solutions.
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This document provides a lesson plan template for a 7th grade lesson on caring for the environment. The objectives are to develop students' comprehension and expression skills related to environmental vocabulary, conditional tenses, and modal verbs. Students will discuss the concept of environment, problems affecting it, and ways to care for it. They will then research environmental issues, propose solutions, and present their findings to the class via a triptych or poster. The lesson will be delivered over two classes involving presentation, discussion, research, and a student presentation component.
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The document provides information about a professional development program for Chinese teachers that focused on integrating STEM topics into Chinese language classrooms. It describes:
- The FLAP grant that funded the program through Montclair Public Schools and Rutgers University.
- How Chinese Roundtable meetings were held monthly for teachers to receive training and work on developing STEM-focused lesson plan units.
- Details of the professional development sessions in the first two years, which covered topics like thematic unit planning, mathematics and science in the Chinese classroom, and assessment.
- The template used for lesson plan units, which included sections for enduring understandings, objectives, performance assessments, language functions, and individual lesson plans.
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The document provides lesson plans for a social studies and spelling class. The social studies lesson reviews concepts like maps, communities, resources and directions. Students will color code a map using directions and answer questions about maps. The spelling lesson has students practice spelling words by writing them on the whiteboard in different styles, like with their non-dominant hand or with eyes closed, and earning points for their team.
Lesson4
This lesson plan teaches 4th grade students about climate change, the greenhouse effect, carbon footprints, and ways to reduce their impact through two 45-minute sessions. In the first session, students explore green spaces in their community and reasons for green space movements. They learn about lifestyle, economic, and environmental benefits. In the second session, students explain their understanding of these benefits and suggest ways to make specific areas greener through a letter to local leaders. They evaluate their knowledge through this letter and illustrating green space benefits. The plan encourages students to observe green spaces in their neighborhoods.
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The document outlines a project-based learning experience for students aged 14-16 studying English as a foreign language. The project aims to get students to reflect on environmental issues facing the planet and identify actions they could take to protect it. Students will first analyze the issue individually then collaborate in groups to create a presentation and video outlining 10 actions to heal the Earth. The project incorporates language learning, 21st century skills, and aims to make students more aware of environmental protection.
14 PEER RESPONSES DUE IN 16 HOURS - EACH SET OF 2 HAS ITS OWN INSTRU.docx
14 PEER RESPONSES DUE IN 16 HOURS - EACH SET OF 2 HAS ITS OWN INSTRUCTIONS
Long Term Planning
Respond to at least two classmates’ postings.
ROSEMARY’S POST:
Of the eight instructional unit types introduced in this chapter, choose one, describe it, and tell why it is your preferred choice.
I will be using a project/problem-based learning unit. With this instructional unit, the students will play detective and help them become engaged in learning. The instructional unit focuses on the students, and more specifically, students working together in smaller groups. Hansen, Buczynski, & Puckett (2015) states, “PBL typically group students into teams to respond to real-world questions, problems, or challenges through an extended inquiry process and then to construct a presentation to share their product or findings.”
Using the formatting for a PBL unit plan provided in table 7.1 in your textbook, outline your own PBL unit.
Name of Project:
Identify the Thirteen Colonies
Subject/Course/Grade Level:
Social Studies/6-8th grade
Unit Duration & Timeline:
3-4 weeks
Teacher Team Members:
Teachers, Librarians, Parents, etc.
Goals & Objectives Necessary to Accomplish the Goals:
The student will demonstrate knowledge of the colonies and the factors that shaped colonial North America.
Similarities and differences between colonial economies, politics, and ways of life.
Physical and human characteristics of national colonial regions.
Verbally identify 3 motives for exploring the colonial regions, e.g., religion, expansion, trade, and wealth, with 80% accuracy.
Distinguish between New England, Middle, and Southern Colonies by coloring and identifying the colonial regions on a 100% map.
Understand the emergence of significant regional differences in the colonies by completing a bulleted graphic organizer based on lecture notes with 90% accuracy.
Given a graphic organizer, students will contrast the economies of the three major colonial regions: New England, Middle, and Southern with 80% accuracy.
Given a graphic organizer, students will compare geography’s impact on the three major colonial regions’ economies. Understand how settlers’ backgrounds influenced their values, priorities, and daily lives.
Create a historical fiction blog or infogram or digital (postcard) that identifies a colonial region’s unique traits and describes life in that region. Students projects will include:
Three reasons why you moved to the colonial region.
Two reasons why you did not settle in the other region.
Writing that is free of spelling and grammatical errors.
A colorful image depicting at least one of the colonial region’s best features.
Standards/CCSS/21st Century Competencies:
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
Project Summary:
Students will be working together in three or four groups to research the Thirteen Colonies and how they came to be. Each team or group will choose a colony from t.
Unit plan 1
It then introduces a research paper on global genocides where students define genocide, research examples, and discuss the importance of learning about genocide.
Lesson4
This lesson plan teaches 4th grade students about climate change, the greenhouse effect, carbon footprints, and ways to reduce their impact through two 45-minute sessions. In the first session, students explore the term "green space" and examine satellite images of communities to rate their level of greenness. They also identify an area near their school that could use more landscaping. In the second session, students learn the lifestyle, economic, and environmental benefits of green spaces. They work in groups to explain these benefits and create a poster. Students then evaluate areas in their community and write letters advocating for more landscaping.
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EDUC 635Lesson Title AuthorGENERAL COMMENT AREAGeneral C
EDUC 635
Lesson Title:
Author:
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Topic
Grade/Level
Standards
Objectives
Summary
IMPLEMENTATION
Phase 1: Engage the Learner
Phase 2: Explore the Concept
Phase 3: Explain the Concept & Define the Terms
Phase 4: Elaborate on the Concept
Phase 5: Formative Assessment
Time Allotment
1
Reflections
MATERIALS AND RESOURCES
Differentiated Instruction
.
Instructional Materials & Handouts
Resources
SUMMATIVE ASSESSMENT
Assessment/Rubrics
Page 1 of 1
The Cajun Gingerbread Boy
Author: SHERRY KIGHT
Based on lesson by: SHERRY KIGHT
Date created: 11/05/2011 8:16 PM EST ; Date modified: 11/06/2011 10:28 AM EST
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Reading, Science, Social Studies
Topic or Unit of Study
Bayou Life
Grade/Level
Grade 2
Standards
NC- North Carolina Standard Course of Study
Subject: Social Studies
Grade/Topic: Grade 2 REGIONAL STUDIES: LOCAL, STATE, UNITED STATES, AND WORLD
The second grade study emphasizes community life in a variety of contexts with a major focus on geography. Students examine how communities may be linked to form larger political units, and how there are cultural, geographic, and economic ties. Through their study of various patterns of community living, the students begin to understand that people’s activities are influenced not only by their geographic location, but also by how they use the earth’s materials, the physical environment, and human traditions. By looking at communities from a geographic perspective, students become aware of some of the cultural, political, geographic, and economic factors that help bind communities together through both time and space.
Competency Goal 5: The learner will understand the relationship between people and geography in various communities.
Objective 5.01: Define geography and use geographic terms to describe landforms, bodies of water, weather, and climate.
Subject: Science (updated)
Grade: Grade 2
Subject Area: Life Science
Competency Goal: 1: Will conduct investigations and build an understanding of animal life cycles
Objective: 1.01 Describe the life cycle of animals including: Birth, Developing into an adult, Reproducing, Aging and death
Objective
Students will compare and contrast versions of the story of The Gingerbread Man.
Students will state the meaning of and be able to apply the terms of geography, bayou, city, river, weather, and climate.
Students will review the steps in the life cycle of frogs and discuss how the characteristics of the bayou support the frog’s development.
Summary
The lesson is based on the book The Cajun Gingerbread Boy. By reading the book, the teacher will be able to introduce the concept of a bayou and its inhabitants to students. The teacher will use teacher talk to emphasize the difference between the original version of The Gingerbread Man and The Cajun Gingerbread Boy. The students ...
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- 1. Collaborative Home Learning Plan – E&L Sci. Christy D. Sandoval, MAN, RN, LPT Diana D. Sandoval, MAN, RN, LPT Joseph Ma. Steven S. Cabalo, LPT Lipa City Senior High School
- 2. Collaborative Home Learning Plan The Collaborative Home Learning Plan (CHLP) is a guide for learners who are currently under the distance education modality. This tackles the CHLP for the Grade 11 Senior High School (SHS) Core Subject on EARTH AND LIFE SCIENCE Quarter 1. Please refer to your printed modules and other additional activities your teachers will present to you. Our mode of delivery is by having your parent/s or guardian/s to hand-in your outputs or through submit it online through our Google Classroom. CHLP Collaborative Home Learning Plan
- 3. Learning Competency No. 1 MELC#1: The learners shall be able to: recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life. CHLP Collaborative Home Learning Plan
- 4. Learning Tasks No. 1 What I Know: (Pre-Assessment) Please refer to your module on page 2 Direction: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. What’s New: Earth: A Habitable Planet Direction: Carefully read, study and analyze the document in your module page 5. Then, on a separate sheet of paper, answer the following guide questions below. CHLP Collaborative Home Learning Plan
- 5. Continuation of Learning Tasks No. 1 Guide questions: 1. What are the factors that make the planet habitable? 2. What are the characteristics of planet Earth that makes it habitable? Post-Assessment: Please refer to your module on page 7. Direction: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. CHLP Collaborative Home Learning Plan
- 6. Learning Competency No. 2 MELC#2: The learners shall be able to: explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow. CHLP Collaborative Home Learning Plan
- 7. Learning Tasks No. 2 What I Know: (Pre-Assessment) Please refer to your module on page 13 Direction: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. What’s More: We are Connected! Direction: After reading and studying the subsystems of the Earth in page 16 of your module, carefully read the sentence below then answer the guide question. According to John Muir, “When one tugs at a single thing in nature, he finds it attached to the rest of the world.” CHLP Collaborative Home Learning Plan
- 8. Continuation of Tasks No. 2 Guide questions: 1. How is the given diagram related to the said quote? 2. How do the four subsystems of the Earth connect with each other?. Post-Assessment: Please refer to your module on page 18. Direction: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. CHLP Collaborative Home Learning Plan
- 9. Learning Competency No. 3 MELC#3: The learners shall be able to: Identify common rock-forming minerals using their physical and chemical properties. CHLP Collaborative Home Learning Plan
- 10. Learning Tasks No. 3 What I Know: (Pre-Assessment) Please refer to your module on page 24 - 26. Direction: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. What’s New: Name that Mineral Direction: Name the following pictures provided in page 26 of your module. In a separate sheet, list down the usage of the objects in our daily activities. Guide question: 1. What do the objects presented imply? CHLP Collaborative Home Learning Plan
- 11. Continuation of Learning tasks #3 What I Can Do: Reflect Upon Upon knowing the value of minerals in our everyday life, as a student, how can you help in conserving and preserving the natural sources of these minerals? (For example, graphite is a mineral found in pencil). Write your answer in a separate sheet of paper Post-Assessment: Please refer to your module on page 34. Direction: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. CHLP Collaborative Home Learning Plan
- 12. Collaborative Home Learning Plan – E&L Sci. Christy D. Sandoval, MAN, RN, LPT Diana D. Sandoval, MAN, RN, LPT Joseph Ma. Steven S. Cabalo, LPT Lipa City Senior High School