Pumpkin lesson plan
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This lesson plan is for a two-day visual arts lesson in a 1st grade classroom about the life cycle of a pumpkin. On the first day, students will paint paper plates orange to resemble pumpkins. They will learn about the five stages of a pumpkin's life cycle through a class discussion. On the second day, students will color a handout about the life cycle, then cut out the stages and staple them together with their painted pumpkins to create a life cycle display. The lesson integrates science standards and appeals to different learning styles through individual and group work, as well as discussions and hands-on activities. Safety precautions are outlined and the finished projects will be displayed for the class and school.
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1) The document outlines a lesson plan for teaching third grade students about perimeter and area. Students will create self-portraits using colored squares to demonstrate their understanding of these concepts.
2) Materials needed include worksheets, construction paper, colored squares, pencils, and checklists. The teacher will introduce and model the activity, and students will have time to work independently and be assessed using the checklists.
3) Assessment includes observations during the lesson, student checklists to self-assess their work, and an exit ticket with questions to evaluate understanding of perimeter and area definitions and problems.
M.Ed Assignment for Subject Psychology- Carroll’s model of Mastery Learning
Carroll's model of mastery learning proposes that students can master a topic if given sufficient time and proper instruction. The model defines the degree of learning as the time actually spent on a task divided by the time needed to master it. Carroll identified five key factors that influence time needed: aptitude, ability to understand instruction, quality of instruction, opportunity to learn, and perseverance. Teachers providing individualized instruction, feedback, and alternative learning materials can help ensure all students achieve mastery within the necessary time frame.
Promoting-Effective-Strategies-for-Integrating-Art-Theory-and.pptx
*Educators in professional degree programs are charged with multiple responsibilities in the classroom and in practice settings. We apply our professional knowledge in a variety of settings to serve our communities; we reflect on how to improve practice from our experiences in these settings; we observe our students engaging in learning experiences in the classroom; and we share with our students the knowledge we’ve gained from our experiences and our scholarship within our profession.
Academic vocabulary
This document outlines Marzano's six-step plan for direct vocabulary instruction. The six steps include: 1) providing a description of the term, 2) having students describe it in their own words, 3) creating a nonlinguistic representation, 4) doing activities to reinforce knowledge of the term, 5) discussing terms with peers, and 6) playing games involving the terms. Research shows that direct vocabulary instruction can increase student comprehension percentiles by over 30 points. The document also discusses selecting terms, example activities for each step, and tracking student progress in learning terms.
Vocabulary Squares Lesson
Vocabulary Squares Lesson- TEKS: Middle School: 2: A-E, 6: C, 8&9(inference only); High School 1: A-E
Student will define, illustrate, and give an opposite meaning to their vocabulary words
Who Wants to be a Millionare?
This lesson describes how consumers and producers interact in the U.S. economy and how entrepreneurs take risks to develop new goods and services to start a business. Media and technology are also integrated into the lesson.
Dp2 syllabus spring2011
This document provides information about the Drawing & Painting 2 course at Riverwood International Charter School. The course builds on skills developed in Drawing & Painting 1 and further develops fundamental painting and composition skills. Students will study color sensitivity and a variety of media and techniques while incorporating art history, criticism, and aesthetics into studio projects. Grades are based on class projects, journal assignments, participation, and a final exam. Students must complete assignments on time to receive full credit and have opportunities for recovery if they meet course requirements. The course covers three units on medium exploration, color sensitivity, and expression through color.
Engineering Curriculum for Underprivileged Primary Schools
The document outlines an engineering curriculum for underprivileged primary schools consisting of 10 sessions using simple materials. The aims are to cultivate appreciation for design and applying classroom learning creatively. Sessions include making paper airplanes, origami, parachutes, volcanoes, studying magnets and temperature, building submarines, structures, stools, and pinwheels. Students work individually and in groups, applying problem-solving skills while having fun learning science concepts through hands-on projects they can keep. Detailed plans, objectives, and notes are provided for facilitating each session.
21st Century Instructional Plan Student Population .docx
21st Century Instructional Plan: Student Population 2
21st Century Instructional Plan: Student Population
Kimberly Kimbrough
EDU 645
Deana Plaskon
May 11, 2015
LESSON PLAN: AREA OF SQUARES, RECTANGLES AND TRIANGLES
Introducing the concept
Topic
Mathematics: identifying different shapes and finding their area
Grade level
Grade 5
State standards
1. The student understands the concept of area. To meet this standard the student will define area in their own understanding.
2. The student will use the definition of area to solve for area of a square, rectangle and a triangle. To meet this standard, the student will distinguish between a square, rectangle and a triangle.
3. The student will use mathematical reasoning. To meet this standard, the student will analyze how the formulas of the various shapes are developed.
Prerequisite skills
Skills consideration: students should be able to:
1. Distinguish between a square, a rectangle and a triangle
2. Identify length, width and diagonals in shapes
3. Have background information on measurements
Other physical and important prerequisite skills assumed by the lesson:
1. Students should be familiar with shapes
2. Students will need to respond clearly to verbal questions
3. Students need to keenly focus on the teachers instructions on how to find area of different shapes.
Objectives of the lesson
By the end of the lesson, the students should be able to:
1. State the meaning of area
2. Find the area of the different shapes individually
3. Apply the concept of area of the given shapes in real life situations.
Process
Materials:
1. various physical models representing the given shapes
2. chart showing the different shapes and their formulas
3. charts showing different measurements in squared form
Procedures
1. at the beginning of the lesson, the teacher begins by introducing the concept of area
2. a class discussion on distinguishing between a square, a rectangle and a triangle
3. a class discussion on generating formulas of area of the shapes
4. group discussion on finding area of the given shapes
5. finding area of the shapes individually through the teachers guidance
6. students finding area of the shapes individually without guidance
script sample
Teacher: we are going to practice on application of area of the given shapes in real life situations.
Choose 3 students and ask each to identify the length, width and diagonal of the classroom floor. Choose other 6 students, 2 to measure the length, 2 the width, and the remaining two the diagonal. Then ask the class to calculate the area of the classroom floor and area of one side of the floor if it had a diagonal.
Accommodations
Instructional accommodation
1. The students with learning disabilities experience difficulty in mathematics and learning. Each of them will .
Syllabus intro fall2010
This document provides an introduction and overview for an Introduction to Art course at Riverwood International Charter School. It outlines key details such as instructors, prerequisites, units of study, requirements, grading, and policies. The course aims to develop students' artistic skills and techniques while exploring artistic ideas and their relationship to various subjects and cultures. It also supports the fundamental concepts of the International Baccalaureate Middle Years Program by fostering holistic learning, intercultural awareness, and communication. The course is divided into three units on 2D design, making 3D connections, and areas of interaction. Students are assessed through studio assignments, journals, tests, and applying MYP assessment criteria.
Syllabus intro myp-fall2010
This document provides an introduction and overview for an Introduction to Art course at Riverwood International Charter School. It outlines key details such as instructors, prerequisites, units of study, requirements, grading, and policies. The course aims to develop students' artistic skills and techniques while exploring artistic ideas and their relationship to various subjects and cultures. It also supports the fundamental concepts of the International Baccalaureate Middle Years Program by fostering holistic learning, intercultural awareness, and communication. The course is divided into three units on 2D design, making 3D connections, and areas of interaction. Students are assessed through studio assignments, journals, tests, and applying MYP assessment criteria.
LESSON PLANNING.pptx
Understand who you are going to educate. Anticipate various learning styles (visual, auditory, tactile or a combination) Tailor your lesson plan to incorporate all learning styles
through independent and group exercises. If you are
familiar with the students' group dynamics you may
choose to plan ahead of time to increase engagement and interaction. Keep in mind that you may alter any activity
to be done independently, in pairs, or in small groups.
Depending on the amount of time and size of the class you can be selective or mix it up and use all of these
techniques
Adapting curriculum Teaching and Learning Strategies
This document discusses adapting curriculum for students with special needs. It defines adaptive curriculum as modifying instructional strategies, materials, pacing, and content to meet individual student needs based on their IEP goals. Examples provided include changing reading levels, instructional methods, materials format, and assessment types. The document outlines categories of curriculum adaptation including accommodation, adaptation, parallel outcomes, and overlapping curricula. It stresses the importance of curriculum being inclusive and empowering for all students.
Assessment for learning art
Students visited a museum and engaged in an art assessment task involving ceramic vase making. They used coiling techniques and designed patterns related to their museum experiences. Students were assessed on their ability to relate ideas from outside learning to their artwork, show the process through sketches, structure an oral presentation, and present effectively. Prior lessons involved developing problem solving, communication, and aesthetic skills. Students engaged in activities before, during, and after the museum visit to prepare, including journaling and group discussions. They made ceramic vases by applying coiling techniques and colors, then gave oral presentations and displayed their work in a school gallery. Formative assessment was used to improve student learning based on their performance in communicating ideas, developing creativity, and presenting
Gopika g s roll no 41 n. s
This document discusses the lecture cum demonstration method of teaching. It involves the teacher performing experiments and demonstrations in class with active student participation. This combines the benefits of lectures and demonstrations. Key aspects include students observing the experiment, assisting with setup, and taking measurements. It is most effective when demonstrations are well-planned by skilled teachers, as it allows students to observe skills and processes while receiving explanations. The lecture can then combine further demonstration and explanation to effectively convey the lesson's themes.
Week 5 JournalAs an educator, a large portion of learning and .docx
Week 5 Journal
As an educator, a large portion of learning and growth comes from reflection and refinement.
For this week’s journal, use this self-reflection rubric to evaluate the effectiveness of your lesson plan from Week Four.
Elaborate on the areas of strength in your lesson plan, as well as those areas in need of improvement.
provide an evaluation of at least three of your classmates’ lesson plans that were uploaded to the Doc Sharing Tab last week.
Using the rubric, provide justification and an explanation of how you scored their areas of strength and areas in need of improvement.
1.
What was easy for me in planning the lesson? Why?
2.
What components were difficult for me to complete when planning the lesson? Why?
3.
What do I want to improve on when creating lesson plans?
4.
How will this assignment help me in my future role?
Evaluate 3- peer’s Lesson plans
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection:
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection
This is the three peers lesson plans, Listed below-
1
)
Lesson Plan Template –1 peer’s Name is
Mirna Roman
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please
view the Lesson Plan Handbook.
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please
view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal The goal is the purpose of the lesson.
Objective The objective is what students will be able to
know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that
students will be expected to demonstrate.
Depending on the age of the children you are
working with, you will choose the appropriate
standard from the list below:
Birth to Age 3: Developmental Milestones.
Click HERE to locate a developmental
milestone checklist that includes
developmental standards.
Ages 3 to 5: Early Learning Guidelines.
Click HERE to locate the Early Learning
Guidelines for your state.
Head Start Framework: If you work in a
Head Start program, please click HERE to
choose a standard from the Head Start Early
Learning Framework.
K-3: Click HERE to locate the Kindergarten
through 3rd grade standards for your state.
Materials The materials section lists all items needed
throughout a lesson.
Introduction
The introduction is how you will introduce
the activity so your students are interested,
engaged, and have the opportunity to think
about any background knowledge/experience
that they may have.
Lesson Development:
The lesson development section includes the
steps that you will take to teach the lesson
including any modeling, direct instruction,
centers, etc. that will be utilized. Sometimes
this is also refer.
Effective Speaking
- First Part: Despite its importance, teaching speaking has long been undervalued, often taught through repetition of drills or memorization of dialogues.
- Second Part: To effectively teach speaking, teachers should create a classroom environment with real-life communication, authentic activities, and meaningful tasks. Some activities that promote speaking are discussions, role-plays, simulations, interviews, and storytelling.
- Third Part: When teaching speaking, teachers should provide maximum opportunities for student speaking practice and reduce their own speaking time, while giving positive feedback and not overly correcting pronunciation mistakes. A variety of in-class and out-of-class speaking activities can help improve students' skills.
Task 1 PPM - Group 7 - Skill Development
This document outlines mathematics teaching plans for two lessons: (1) using clinometers to measure tree heights as an application of trigonometry, and (2) identifying cube and rectangular prism nets. For the first lesson, students will learn about clinometers and trigonometry, then work in groups using clinometers to measure tree heights from different distances. For the second lesson, students will learn the characteristics of cubes and rectangular prisms, then draw and construct examples of nets for these 3D shapes. Both lessons aim to develop students' cognitive, psychomotor, and affective skills through hands-on activities.
Kindergarten Lesson Plan 3
This document provides a lesson plan for an English class for young learners focusing on clothing vocabulary. The plan aims to review clothing vocabulary like boots, jumper, and sandals. Students will describe what clothes are worn in hot and cold weather. They will practice asking and answering questions using "Yes, I am" and "No, I am not" about what clothes they are wearing. The lesson includes singing hello and goodbye songs, identifying clothing flashcards, coloring an activity book page, and making paper hat crafts to review and reinforce the clothing vocabulary and concepts taught throughout the unit.
Ppt on diffrentiation 1st aug'14
This document discusses differentiation strategies for diverse learners in a classroom. Differentiation involves modifying content, process, and product based on student needs, learning styles, and readiness levels. Key strategies mentioned include tiered instructions by grouping students according to ability levels and assigning different tasks; centers that feature exploratory, interest-based activities; stations with rotating activities of varying complexity; and learning contracts that allow student choice and independence. Differentiation is student-centered and aims to maximize learning for all.
Similar to Pumpkin lesson plan (20)
M.Ed Assignment for Subject Psychology- Carroll’s model of Mastery Learning
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Promoting-Effective-Strategies-for-Integrating-Art-Theory-and.pptx
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21st Century Instructional Plan Student Population .docx
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Pumpkin lesson plan
- 1. Lesson Plan Format MTE/534 Version 4 1 University of Phoenix Material Rachel Premer Lesson Plan Format Create an authentic, standards-based production lesson plan for visual or performing arts. The lesson plan must result in the creation of an art work or a performance. Attach any handouts or other original materials for the lesson Component Details Lesson title Life Cycle of a Pumpkin Grade level 1st grade Time or days for completion 2 days 30 minutes each day State standards and arts components Art State Standard 1.0 ARTISTIC PERCEPTION Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Describe and replicate repeated patterns in nature, in the environment, and in works of art. Science State Standards: Investigation and Experimentation 4. a. Draw pictures that portray some features of the thing being described. Objectives Students will be able to recognize the life cycle of a pumpkin while painting a replica of a pumpkin and its stages. Areas of curriculum integration Science will be integrated in this visual arts lesson. Previous knowledge required from students to participate Students must know the safety rules about paint. Required materials, including equipment and technology Note. Permission must be obtained for copyrighted materials; websites must be cited for any downloaded materials. · One and a half paper plates · Orange paint · Paint brushes · Water · Newspaper · One green yarn about 2” long · Life cycle printout · Brown construction paper (small rectangle) · Staples · Crayons · Scissors Sequence of lesson, such as hook, input, modeling, guided practice, and closure guided practice, where applicable Day 1 · Have the students clear off their desks · Explain to the students that they will be learning about the life cycle of a pumpkin · Ask the students if they know how many stages there are. (5 stages) · Discuss the 5 stages and why they are in that order
- 2. Lesson Plan Format MTE/534 Version 4 2 · Explain to the students that they will be painting a replica of a pumpkin and its stages for display · Have the student place a large piece of newspaper on their desk · Pass out one and a half paper plates · Have the students write their names on the back on the plates · Arrange paint and paintbrushes for students (this step could either be done outside or have students wear aprons) · Remind the students that pumpkins have texture and that they don’t all look the same. · Have the students paint the plates orange · Set the plates to the side to dry · Clean up paint and materials Day 2 · Pass out life cycle printout and crayons · Discuss the life cycle of a pumpkin again · Have the students color in the printout · Have the student cut out the different stages · Group up the students · Pass out their dried painted pumpkins · Pass out one string of yarn for each student · Pass out small rectangle of brown construction paper · In their group have the students staple the pieces all together · Give the students an example of what it should look like: Small rectangle on top One end of yarn stapled to pumpkin Half plate stapled to bottom of full plate opened Stages stapled to yarn in correct order · Clean up · Display pumpkin life cycle for everyone to see Assessments that align to objectives · Indicate if the assessment is formative or summative · Include all necessary rubrics, tests, and checklists, as appropriate. This lesson will be assessed in a formative way. Students will be graded for participation and listening skills. Final project will be graded on accuracy. Students will also be graded on working together. Plan for diverse learners Include the following: · Accommodations for students with learning or physical disabilities · Accommodation for Physical disabilities: · Depending on the disability the student could be paired up with another student while they are painting. · Student could use markers instead of paint · Student could use their hands instead of a paintbrush · Teacher could schedule an adult assistant for this lesson
- 3. Lesson Plan Format MTE/534 Version 4 3 English Language Learner students · Accommodation for gifted students · An explanation of how this lesson will appeal to different learning styles ELL: · There is not writing during this lesson so accommodations are not needed Gifted students: · The teacher could give these students more than just one color to paint pumpkins to create textures and shades for a more realistic look This lesson appeals to all learning styles because there is individual and group work. This lesson is hands on and also has discussions as a class. The lesson is also divided into two days in order to keep the students attention. Classroom management and safety plan If at all possible the teacher could benefit from an extra set of adult hands during the painting process. If not then the teacher could do this lesson in stages at stations. By splitting the students into groups the teacher can manage each group instead of individual. Students will be reminded of the importance of staying safe and clean during this lesson. When passing out scissors and putting them back the teacher should have one student in charge in order to deplete any dangers. Opportunities for display or public performance This project can be displayed on the walls of the classroom. This would be a great project to display during open house or even in the office of the school.
- 4. Lesson Plan Format MTE/534 Version 4 4