Geog 300 science and geography
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This lesson plan involves a 4-hour field trip for 3rd grade students to Diamond Valley Lake to learn about science and geography. Students will explore fossils, animal origins, and the water cycle hands-on. They will map sections of the lake and discuss what they learned. The goal is for students to understand evolution, extinction, and how the environment has changed over time by experiencing it firsthand. The teacher will assess student learning through a rubric and reflection on the effectiveness of the activity.
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This lesson plan explores the geography of the seven continents through making papier-mâché globes. Students will identify physical features of each continent, compare geography between continents, and create globes accurately displaying continents, oceans, rivers, lakes and other features. The lesson begins with a lecture on continental geography and uses maps, textbooks and the Internet for research. Students will label drawn continent outlines and assemble their globes. Finished globes will be evaluated on participation, use of resources, and meeting criteria. The lesson addresses geography standards on spatial terms, places and regions, physical systems and environment/society.
Activities for low achiever students
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Activities for high achiever students
The document outlines a lesson plan to teach pupils how to measure and compare the volume of liquids. The lesson will have pupils work in groups to observe different water containers, make guesses about which holds the most volume, then measure the containers to determine the actual volume and order from greatest to least. By the end of the lesson, pupils will understand volume is not just based on height and be able to measure and compare the volumes of liquids.
Daily lesson plan ap human geography(9-14-2012)
The daily lesson plan is for an AP Human Geography class taught by J. Cornelius. The objectives are for students to review material and complete a class test covering the recently studied unit. Instructional strategies include questioning and cooperative groups. Materials include atlases and desk maps. The class will be spent reviewing concepts for the test and having students complete the test. Tests and informal checks for understanding will assess student mastery of objectives. Reteaching and tutorials will be provided for students who do not demonstrate learning.
Geography Pedagogy - Constructivist Approaches in Geography, Dr Balaiada R. ...
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Geography plays an important role in tourism. Geography studies the relationship between people and their environmental setting. Tourism resources are influenced by geographic factors like climate, landscape, and culture. The characteristics of a place, including its climate and unique physical and cultural features, determine the types of tourism it can support. Certain destinations have a comparative advantage for certain types of tourism due to their geographic attributes. Climate change is also impacting tourism destinations by influencing seasons and visitor numbers.
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This lesson plan explores the geography of the seven continents through making papier-mâché globes. Students will identify physical features of each continent, compare geography between continents, and create globes accurately displaying continents, oceans, rivers, lakes and other features. The lesson begins with a lecture on continental geography and uses maps, textbooks and the Internet for research. Students will label drawn continent outlines and assemble their globes. Finished globes will be evaluated on participation, use of resources, and meeting criteria. The lesson addresses geography standards on spatial terms, places and regions, physical systems and environment/society.
Activities for low achiever students
The lesson teaches pupils to compare the volume of liquids in different containers. It reviews prior knowledge of comparing objects by amount. Groups of pupils use various full, half-full, and empty containers to arrange them from least to most volume and pour water to compare and mark the levels in different shaped containers, concluding which has more volume.
Activities for high achiever students
The document outlines a lesson plan to teach pupils how to measure and compare the volume of liquids. The lesson will have pupils work in groups to observe different water containers, make guesses about which holds the most volume, then measure the containers to determine the actual volume and order from greatest to least. By the end of the lesson, pupils will understand volume is not just based on height and be able to measure and compare the volumes of liquids.
Daily lesson plan ap human geography(9-14-2012)
The daily lesson plan is for an AP Human Geography class taught by J. Cornelius. The objectives are for students to review material and complete a class test covering the recently studied unit. Instructional strategies include questioning and cooperative groups. Materials include atlases and desk maps. The class will be spent reviewing concepts for the test and having students complete the test. Tests and informal checks for understanding will assess student mastery of objectives. Reteaching and tutorials will be provided for students who do not demonstrate learning.
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The document provides an overview of the Republic of Ireland, including its geography, climate, population, history, culture, languages, and current news. Some key points:
- Ireland is an island located in the northwestern part of Europe, separated from Britain by the Irish Sea. It has a temperate climate and landscape that includes lowlands, hills, and coastal mountains.
- The population centers are mostly located in eastern cities like Dublin, Cork, Galway, Limerick, and Waterford. Ireland has a long history of settlement and influence from Celtic tribes, Vikings, Normans, and the English.
- Culturally, Ireland is known for traditional music, dance, literature, myths and legends.
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Diamond valley lake2
The 3rd grade class will take a 4 hour field trip to the Diamond Valley Lake museum to learn about life science, physical systems, and how geography can be used to interpret the past. Students will discuss how the environment and animals have changed over time by examining fossils and displays. They are asked to bring a notebook, pencil, lunch, and money. After the trip, students will discuss what they learned and complete a worksheet with questions about the museum. For homework, each student must draw a map of the museum with their favorite area and explain why it was their favorite in a paragraph.
Diamond valley lake2
The 3rd grade class will take a 4 hour field trip to the Diamond Valley Lake museum to learn about life science, physical systems, and how to apply geography to interpret the past. Students will discuss how the environment has changed over time by looking at fossils and the plants and animals that used to live in the area. They will take notes during the trip and complete a worksheet with questions afterwards. For homework, students will draw a map of the museum with their favorite part and explain why in a paragraph. Their work will be evaluated using a rubric.
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This document outlines the plans and preparations for a 4th grade field trip to the Natural History Museum in Los Angeles to learn about mammals. It details arranging transportation by bus, having permission slips signed, and packing lunches. It provides an itinerary of the mammal halls to visit, discusses pre-trip activities to define vocabulary and compare African and North American mammals. Rules and expectations are outlined for the field trip. Post-trip, students will write a paragraph about what they learned and discuss in groups if they saw the mammal their group presented on.
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2) Daily lessons include reading workshops on changes in location and writing workshops where students express feelings about change. Lessons incorporate social studies, science, and writing standards.
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The lesson plan aimed to teach 5th grade students about major bodies of water in the United States. Activities included identifying bodies of water on maps, playing an interactive online game, reading from the textbook, and creating a labeled map of their own. The objectives were for students to be able to locate bodies of water on a map, name and describe them, and identify the Continental Divide. Students seemed engaged in the varied activities and most completed the map assignment, though some struggled with specific landforms like the Mississippi River.
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2. Various classroom activities are described, including different seating arrangements, grouping strategies, and providing feedback to students.
3. Learning characteristics like visual, auditory, kinesthetic, group vs individual learning are also covered. Resources on classroom management and teaching methodology are listed.
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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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This document provides strategies for activating prior knowledge and building background information for students. It discusses brainstorming, photography studies, previews and predictions, literary maps, and word squares as techniques. The strategies aim to stimulate students' thinking about topics and help them make connections and inferences about characters and events. Activating background knowledge helps students better understand and engage with new information.
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This document outlines a lesson plan about water quality. The objectives are for students to develop their own definitions of water quality by exploring water samples and discussing their observations. The activities include examining four jars with different materials added and one jar of local river water. Students will discuss in groups which samples are suitable for different uses like fishing or drinking. They will then develop a consensus definition of water quality as a class. The next lesson involves a field trip to a river or a presentation to continue investigating water quality.
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Diamond valley lake2
The 3rd grade class will take a 4 hour field trip to the Diamond Valley Lake museum to learn about life science, physical systems, and how geography can be used to interpret the past. Students will discuss how the environment and animals have changed over time by examining fossils and displays. They are asked to bring a notebook, pencil, lunch, and money. After the trip, students will discuss what they learned and complete a worksheet with questions about the museum. For homework, each student must draw a map of the museum with their favorite area and explain why it was their favorite in a paragraph.
Diamond valley lake2
The 3rd grade class will take a 4 hour field trip to the Diamond Valley Lake museum to learn about life science, physical systems, and how to apply geography to interpret the past. Students will discuss how the environment has changed over time by looking at fossils and the plants and animals that used to live in the area. They will take notes during the trip and complete a worksheet with questions afterwards. For homework, students will draw a map of the museum with their favorite part and explain why in a paragraph. Their work will be evaluated using a rubric.
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This document outlines the plans and preparations for a 4th grade field trip to the Natural History Museum in Los Angeles to learn about mammals. It details arranging transportation, discussing expectations with students, reviewing field trip rules and vocabulary, showing an introductory video on mammal evolution, dividing students into groups to research example mammals, the planned activities and learning objectives during the museum visit, a follow-up activity having students reflect on what they learned, and providing additional resources.
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This document outlines the plans and preparations for a 4th grade field trip to the Natural History Museum in Los Angeles to learn about mammals. It details arranging transportation by bus, having permission slips signed, and packing lunches. It provides an itinerary of the mammal halls to visit, discusses pre-trip activities to define vocabulary and compare African and North American mammals. Rules and expectations are outlined for the field trip. Post-trip, students will write a paragraph about what they learned and discuss in groups if they saw the mammal their group presented on.
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2) Daily lessons include reading workshops on changes in location and writing workshops where students express feelings about change. Lessons incorporate social studies, science, and writing standards.
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This lesson plan outlines a science lesson on water forms for 3rd grade students. The objectives are to identify and describe different bodies of water, relate the importance of water to living things, and understand the importance of water. The lesson will include a review of landforms, group activities to identify water forms like oceans and rivers, and a discussion of the five types of water forms. The teacher will explain how water is important for climate regulation, as habitat, and for human needs like drinking and bathing. Students will then answer questions to review and write about the importance of water forms and conserving the environment.
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This lesson plan explores animal habitats and includes activities to develop English skills. It focuses on vocabulary about animals and habitats, identifying habitats, and classifying animals. Activities include defining habitat, singing a song about habitats, drawing a favorite habitat, matching animals to habitats in pairs and a game identifying animal homes. The plan aims to engage students and assess their understanding through participation and self-assessment. Upon reflection, the teacher found students grasped key concepts but some activities needed adjustment for time management and developing additional skills like reading comprehension.
Curriculum
This three-lesson curriculum teaches middle school students about playwriting through an environmental lens. In Lesson 1, students explore ecosystems and environmental issues through creative writing exercises. They write initial scenes addressing problems, effects, or solutions to climate change. Lesson 2 focuses on revising the scenes through peer feedback and discussion. In Lesson 3, students rehearse and perform their scenes in a staged reading for an audience. The goal is for students to gain understanding of environmental topics and the craft of playwriting through this creative process.
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The lesson plan aimed to teach 5th grade students about major bodies of water in the United States. Activities included identifying bodies of water on maps, playing an interactive online game, reading from the textbook, and creating a labeled map of their own. The objectives were for students to be able to locate bodies of water on a map, name and describe them, and identify the Continental Divide. Students seemed engaged in the varied activities and most completed the map assignment, though some struggled with specific landforms like the Mississippi River.
earth and life.docx
This document contains four weekly lesson plans for an Earth and Life science class in the 11th grade. The first week focuses on theories of the origin of the universe, including activities to introduce concepts and a diagnostic test. The third week covers the unique properties of Earth and how it supports life, including characterizing the planets and explaining Earth's subsystems. Minerals and rocks are the topics for the second half of the third week, with activities on identifying physical properties and classifying minerals and rock types. The fourth week continues examining minerals and rocks, focusing on relationships between rock types, origins, and formation processes.
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This document provides guidelines for developing international environmental education curriculum. It discusses defining environmental education and its objectives to develop environmental literacy. It emphasizes teaching awareness, knowledge, attitudes, skills, and participation. When addressing issues, teachers are encouraged to consider relevant problems and their appropriateness for the grade level. The document also provides examples of curriculum concepts, learning outcomes, activities, and assessments focused on topics like tide pools, food webs, and zonation. It discusses integrating environmental education throughout curricula or using separate courses.
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This lesson plan is designed to teach 1st grade students about how plants change during their life cycle over the course of a week. The lesson involves showing students a video and PowerPoint presentation about plant life cycles. Students will then work in groups to act out the different stages of the life cycle. They will draw and label their own illustrations of the full life cycle. Throughout the lesson, the teacher will formatively assess students' understanding by observing group discussions and discussions. Accommodations are provided for diverse learners, including using word banks, working in small groups, and writing assignments at different levels.
Newletter
This document provides information about an ecosystems unit being taught to students. The unit will explore different ecosystems through class activities and a student project where they explore their local ecosystem. Students will answer questions about problems facing ecosystems and how ecosystems are similar and different. The goals are for students to meet standards, gain hands-on experience with ecosystems, use critical thinking to address ecosystem problems, and understand human impacts on the environment. The project requires students to describe and illustrate the living and non-living parts of their study ecosystem.
CLIL: Looking at language for teaching subject content
This document discusses Content and Language Integrated Learning (CLIL) and summarizes Jim Cummins' theories of BICS and CALP. It begins by explaining that BICS refers to basic interpersonal communication skills needed for everyday social interactions, while CALP involves more advanced cognitive academic language needed for learning subjects in school. Next, it provides examples of language used for different subject areas like science, math, and history. Finally, it outlines the four stages of a sample CLIL science lesson on the life cycle of frogs, emphasizing vocabulary development, sequencing, and using activities to reinforce communicative skills.
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This document provides an overview of the weekly lesson plans for a social studies unit on sustainability. In week 1, students will discuss how land sustains communities and consider Calgary landfill space. They will learn about how the Blackfoot people's relationship with the land has changed over time. In week 2, students will hear from an oil industry expert and consider how oil products sustain life. They will discuss the impact of individual and collective choices on sustainability. In week 3, an Elder will discuss sustainability through a cultural lens and the impact of choices and actions. Students will get feedback on their learning. In week 4, students will consider positive and negative impacts on sustainability and ways to reduce negative impacts. They will share actions they can take to
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1. The document discusses classroom management and different learning styles. It outlines the roles of teachers as planners, informers, managers, monitors, and more.
2. Various classroom activities are described, including different seating arrangements, grouping strategies, and providing feedback to students.
3. Learning characteristics like visual, auditory, kinesthetic, group vs individual learning are also covered. Resources on classroom management and teaching methodology are listed.
Warm-up Activities for Teaching Children in ESL Class
The document provides an overview of different student learning levels in language acquisition - Beginner, Upper Beginner, Intermediate, Upper Intermediate, and Advanced. For each level, it describes the typical abilities and limitations students have in terms of speaking, listening, reading, and writing in the target language. The levels progress from having very limited abilities to being able to communicate with more complex structures and on a wider range of topics as the level increases.
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 ...
Four Teaching Strategies in English
This document provides strategies for activating prior knowledge and building background information for students. It discusses brainstorming, photography studies, previews and predictions, literary maps, and word squares as techniques. The strategies aim to stimulate students' thinking about topics and help them make connections and inferences about characters and events. Activating background knowledge helps students better understand and engage with new information.
Water Quality Lesson 1
This document outlines a lesson plan about water quality. The objectives are for students to develop their own definitions of water quality by exploring water samples and discussing their observations. The activities include examining four jars with different materials added and one jar of local river water. Students will discuss in groups which samples are suitable for different uses like fishing or drinking. They will then develop a consensus definition of water quality as a class. The next lesson involves a field trip to a river or a presentation to continue investigating water quality.
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CLIL: Looking at language for teaching subject content
CLIL: Looking at language for teaching subject content
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Warm-up Activities for Teaching Children in ESL Class
EDUC 635Lesson Title AuthorGENERAL COMMENT AREAGeneral C
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- 1. Science and Geography at Diamond Valley Lake Lesson Plan Marisela Cavazos Third Grade
- 2. Geography Included • Number of Leaders: One classroom teacher and parents that volunteer • Grade(s) of Student Participants for which the Lesson is designed: Grade 3 • Number of Sessions: One Session • Length of Session: Session 1: 4 hours • How Geog is used: Geography is used in this lesson plan by having students experience with hands-on with fossils and where animals, plants, and other things come from and their locations.
- 3. Science State Standard • Life Sciences: • 3. Adaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for understanding this concept: • a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction. • d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations. • e. Students know that some kinds of organisms that once lived on Earth have completely disappeared and that some of those resembled others that are alive today.
- 4. National Geography Standards • 7. The Physical Processes That Shape the Patterns of Earth’s Surface • 17. How to Apply Geography to Interpret the Past
- 5. Pre-assessment: • First the teacher will start the class with discussing what kinds of different animals live in this world and talk about where some of these animals originated from and how not all animals live in the United states. The teacher will have talked about fossils to the class and how fossils tell time (how long ago a certain animal was alive).
- 6. Preparation and Materials Needed: • Notebook • Pencil • Lunch • Money if wanted
- 7. Central Activity: ▫ Instructions: The teacher will take out the entire class on a field trip after having a few lessons on geography and animals and evolution. This field trip is to the Diamond Valley Lake in Hemet. This place has many different things to see and learn about. They will have hands on with making a fossil, water cycle, many different animals, where they come from and many other things. This field trip will allow students to learn about the world’s past and how it was affected, who lived on this world during those times and what happened to these animals that are now extinct. ▫ As students are being toured around they will be asked to choose one section or a few sections of the Diamond Valley Lake to draw out a map of it.
- 8. Closure: • Teacher then will stop the class and recap what everyone learned. The teacher will ask each student to say one thing that they learned from the entire center. Everyone will get back on the bus and go home.
- 9. ASSESSMENT • Student Evaluation: I will have a rubric to grade their work. I will grade to see how much they learned from the field trip to make sure the trip was worth it. • Application/Reflection/Self-Lesson Evaluation: I plan to evaluate the effectiveness of my work based on my how my students respond to the activity. If students have do not understand a component of the lesson this will enable me to modify future lessons or just find ways to explain it better.
- 10. Follow-Up • The follow-up in the next class will be that students will write a paragraph of what they learned and what were their favorite things. Then they will draw out a map as best as possible of what the Diamond Valley Lake looked like even if it is just one section of it.