The document provides instructions for a crafts activity in which students will plan and create their own artistic productions individually or cooperatively. It outlines objectives and criteria for assessing students' craft projects. Categories for assessment include design/composition, painting skill, capturing an artist's style, use of materials, time/effort, drawing, creativity, use of English in the art classroom, and daily routines in the art classroom. Scores from 1 to 4 are assigned to each category to evaluate student work.
Josh AlessioProblem solving using the work backward” method..docxpriestmanmable
Josh Alessio
Problem solving using the “work backward” method.
Prepared for 6th grade math
Objectives of Lesson/Learner Objective
The students will be able to demonstrate their problem solving ability by working backward through word problems both in small groups and by themselves. The students will be able to show their work and complete the word problems using the work backward method as a group with no errors. The students will complete word problems individually using the backward method with 90% accuracy.
Anticipatory Set/Motivation/Snappy Launch
With your head full of brains and your shoes full of feet, you’re to smart to go down any not so good street. (“Oh the Places You’ll Go”, by Dr. Seuss)
Everybody needs to be able to solve real-life problems, and going forward doesn’t always take you down the right street. Today we are going to discuss a problem solving method that requires you to work backward.
Materials Needed/Preparation
I will provide the students with worksheets containing word problems.
Students need pencils, have some on-hand in case students don’t bring a pencil.
Procedure
1. I will go through two word problems using the “work backward” method.
2. After going through the first problem, I will define the work backward term.
3. Split into small groups and have the students come up with a word problem that requires using the work backward technique to solve. Solve the problem on a separate piece of paper, but keep the answer a secret. Trade problems with another group, and solve their problem. Compare answers.
4. Provide a worksheet with a couple word problems that will require using the work backward method of problem solving.
Vocabulary
1. Work Backward: When given the result of a sequence of operations, you can work backward to find the amount with which the sequence began. Discuss this definition in terms that are meaningful for all the students.
Examples
Example #1 (work backward)
The cat in the hat went to the flea market and spent $9.75. He bought some green eggs and ham, thing # one, and thing # two. The green eggs cost $1, the ham cost $1.25, and thing #1 cost $3. How much did thing #2 cost.
(9.75 – 1 – 1.25 – 3) = 4.50
Work Forward: Check your work by adding up all the components to get the result.
Example #2 (work backward)
On Monday there are 50 star bellied sneatches on the beach. That day, 8 star bellied sneatches had their stars removed. On Tuesday, 13 more star bellied sneatches had their stars removed. On Thursday, there were only 19 star bellied sneatches left on the beach. How many star bellied sneatches had their stars removed on Wednesday?
(50 – 8 – 13 - 19) = 10
Work Forward: Check your work by adding up all the components to get the result.
Check for Understanding
While the students work in groups, I will be an observer, walking around, making sure all the students are engaged and working with the smaller groups or individuals to gage and ensure understanding of the conce ...
Josh AlessioProblem solving using the work backward” method..docxpriestmanmable
Josh Alessio
Problem solving using the “work backward” method.
Prepared for 6th grade math
Objectives of Lesson/Learner Objective
The students will be able to demonstrate their problem solving ability by working backward through word problems both in small groups and by themselves. The students will be able to show their work and complete the word problems using the work backward method as a group with no errors. The students will complete word problems individually using the backward method with 90% accuracy.
Anticipatory Set/Motivation/Snappy Launch
With your head full of brains and your shoes full of feet, you’re to smart to go down any not so good street. (“Oh the Places You’ll Go”, by Dr. Seuss)
Everybody needs to be able to solve real-life problems, and going forward doesn’t always take you down the right street. Today we are going to discuss a problem solving method that requires you to work backward.
Materials Needed/Preparation
I will provide the students with worksheets containing word problems.
Students need pencils, have some on-hand in case students don’t bring a pencil.
Procedure
1. I will go through two word problems using the “work backward” method.
2. After going through the first problem, I will define the work backward term.
3. Split into small groups and have the students come up with a word problem that requires using the work backward technique to solve. Solve the problem on a separate piece of paper, but keep the answer a secret. Trade problems with another group, and solve their problem. Compare answers.
4. Provide a worksheet with a couple word problems that will require using the work backward method of problem solving.
Vocabulary
1. Work Backward: When given the result of a sequence of operations, you can work backward to find the amount with which the sequence began. Discuss this definition in terms that are meaningful for all the students.
Examples
Example #1 (work backward)
The cat in the hat went to the flea market and spent $9.75. He bought some green eggs and ham, thing # one, and thing # two. The green eggs cost $1, the ham cost $1.25, and thing #1 cost $3. How much did thing #2 cost.
(9.75 – 1 – 1.25 – 3) = 4.50
Work Forward: Check your work by adding up all the components to get the result.
Example #2 (work backward)
On Monday there are 50 star bellied sneatches on the beach. That day, 8 star bellied sneatches had their stars removed. On Tuesday, 13 more star bellied sneatches had their stars removed. On Thursday, there were only 19 star bellied sneatches left on the beach. How many star bellied sneatches had their stars removed on Wednesday?
(50 – 8 – 13 - 19) = 10
Work Forward: Check your work by adding up all the components to get the result.
Check for Understanding
While the students work in groups, I will be an observer, walking around, making sure all the students are engaged and working with the smaller groups or individuals to gage and ensure understanding of the conce ...
*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.
Análisis crítico de un proyecto de referencia la bufanda humanitaria (2)
Rúbrica mi proyecto ab pmooc intef
1. Creating CRAFTS :
Ready, Steady and CRAFT!
ABPmooc_intef
Teacher: CaRo Suárez
Pupil's name:_____________________
Decreto 111/2007, de 20 de julio del Consell, por el que se establece el currículo de la
Educación Primaria en la Comunidad Valenciana
Objetivo de Etapa 12: Planificar y realizar producciones artísticas, de elaboración propia
o ya existentes, individualmente y de forma cooperativa
CATEGORY 4 3 2 1 Score
Design/
Composition
Student applies design
principles
(such as unity,
contrast, balance,
movement, direction,
emphasis, and center
of interest) with great
skill.
Student applies
design principles
with fair skill.
Student tries to
apply design
principles but the
overall result is
not pleasing.
The student does
not appear to be
able to apply most
design principles
to his/her own
work.
Painting Skill Application of paint is
done in a a logical,
sequential manner.
Paint is applied in a
careful, logical
manner. Colors
remain sharp and
texture is evident.
Control is
somewhat lacking.
A few drips,
ragged edges and
failure of certain
areas of pattern
may be evident.
Student needs to
work on
controlling paint
and preplanning
paint application.
Capturing A
Style/Artist
Paint is applied in a
manner very consistent
with the technique or
artist being studied.
Paint is applied in a
manner that is
reasonably
consistent with the
technique or artist
being studied.
An attempt has
been made to
apply paint in a
manner that is
consistent with the
technique or artist
being studied, but
it is not effective.
No attempt has
been made to
apply paint in a
manner that is
consistent with the
technique or artist
being studied.
2. Use of
materials
Student typically keeps
painting materials and
area clean and
protected without
reminders. The student
shows great respect for
the materials and his
fellow students.
Student typically
adequately cleans
materials and work
area at the end of
the session without
reminder, but the
area may be messy
during the work
session. Student
shows respect for
materials and fellow
students.
Student adequately
cleans and takes
care of materials if
reminded.
Occasional spills
and messy work
area may be seen.
Shows some
respect for
materials and
fellow students.
Student
deliberately
misuses materials
AND/OR does not
adequately clean
materials or area
when reminded.
Shows little
respect for
materials or
fellow students.
Time/Effort Class time was used
wisely. Much time and
effort went into the
planning and design of
the mask. It is clear the
student worked at
home as well as at
school.
Class time was used
wisely. Student
could have put in
more time and effort
at home.
Class time was not
always used
wisely, but student
did do some
additional work at
home.
Class time was not
used wisely and
the student put in
no additional
effort.
Drawing Drawing is expressive
and detailed. Shapes,
patterns, shading
and/or texture are used
to add interest to the
painting. Student has
great control and is
able to experiment a
little.
Drawing is
expressive and
somewhat detailed.
Little use has been
made of pattern,
shading, or texture.
Student has basics,
but had
not "branched"
out.
Drawing has few
details. It is
primarily
representational
with very little use
of pattern, shading
or texture. Student
needs to improve
control.
The drawing lacks
almost all detail
OR it is unclear
what the drawing
is intended to be.
Student needs to
work on control.
Creativity Student has taken the
technique being
studied and applied it
in a way that is totally
his/her own. The
student's
personality/voice
comes through.
Student has taken
the technique being
studied and has used
source material as a
starting place. The
student's
personality comes
through in parts of
the painting.
Student has copied
some painting
from the source
material. There is
little evidence of
creativity, but the
student has done
the assignment.
Student has not
made much
attempt to meet
the requirements
of the assignment.
Use of English
in Art
classroom
Use English to
communicate with the
teachers and partners
in Art classroom
Use English to
communicate with
teacher in Art
classroom
Use English when
it is necessary:ask
for help or go to
the toilet
Use Spanish or
Valencià to
communicate in
Art classroom
Daily routines
in Art
classroom
The work as mini-
teacher group is
AMAZING!
Collaborative learning:
everyone work towards
common goal
The work as mini-
teacher group is
GOOD!
Collaborative
learning:A big part
contributes
something positive
to the group
The work as mini-
teacher group is
OK! Collaborative
learning:A small
part contributes
something positive
to the group
The work as mini-
teacher group is:
TRY IT AGAIN,
PLEASE!
Collaborative
learning: treat
each other
respectfully but
individual efforts
are missing
http://rubistar.4teachers.org