This document outlines a 3-week unit plan for teaching 3rd grade students map skills. The unit is aligned to state standards on using maps to retrieve social studies information. Week 1 activities introduce map vocabulary and teach skills like using a compass rose and map key. Students practice skills and create their own classroom map. Week 2 focuses on map grids and differentiating between political and physical maps. Students compare map features and begin a map project. Week 3 reviews map types and has students complete their map project. Formative and summative assessments are used to check understanding throughout the unit. Differentiation strategies support varied student needs.
This summary provides the essential information about the unit plan in 3 sentences:
The unit focuses on teaching 5th grade students about the American Civil War over 3 weeks. Students will learn about the causes of the war including states' rights and slavery, key events and battles, and the consequences for the North and South. Lessons include reading assignments, map activities, discussions, and assessments to help students understand the major divisions between the North and South and the impact of the Civil War.
The 5-day lesson plan aims to teach English 4 students how to effectively listen, analyze words and sentences, structure dialogues, and perform a play. Over the course of the lessons, students will learn listening strategies, understand different perspectives, and work collaboratively to write and perform their own short play. Assessment will be based on an analytic rubric evaluating the content, acting skills, fluency, and group dynamics displayed in the student performance at the end of the week.
The document outlines a 6-session unit on solid figures. In the unit, students will learn to identify and visualize three-dimensional shapes from two-dimensional drawings, understand properties of solids like faces and vertices, and determine if a net can form a given solid shape or vice versa. Sessions include learning solid shapes through models and examples, drawing solids, quizzes, creating riddles about shapes, and introducing nets of solids. The goal is for students to gain understanding and skills in visualizing and analyzing characteristics of two- and three-dimensional geometric shapes.
This document outlines a unit plan for a 3rd grade social studies unit on map skills. It includes the desired results, evidence of learning, and performance tasks. The performance task requires students to create an original physical map of Georgia accurately labeling landforms and rivers. Students will be assessed using a map quiz, graphic organizer comparing map types, a map grid activity, and a learning journal reflecting on essential questions. The goal is for students to understand different map types and use maps to retrieve geographic information.
The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.
This lesson plan outlines a lesson on analyzing the level of importance of information listened to and writing a poetic script based on a discussed topic or work. The plan includes preparatory activities like motivation and vocabulary building. Students will then read and discuss two pieces of information to analyze their importance. Students will be divided into groups to write poetic scripts on assigned topics like love of country, helping squatters, avoiding drugs, or water conservation. The lesson aims to help students understand how listened information can be helpful and encourage perseverance and diligence after study.
This summary provides the essential information about the unit plan in 3 sentences:
The unit focuses on teaching 5th grade students about the American Civil War over 3 weeks. Students will learn about the causes of the war including states' rights and slavery, key events and battles, and the consequences for the North and South. Lessons include reading assignments, map activities, discussions, and assessments to help students understand the major divisions between the North and South and the impact of the Civil War.
The 5-day lesson plan aims to teach English 4 students how to effectively listen, analyze words and sentences, structure dialogues, and perform a play. Over the course of the lessons, students will learn listening strategies, understand different perspectives, and work collaboratively to write and perform their own short play. Assessment will be based on an analytic rubric evaluating the content, acting skills, fluency, and group dynamics displayed in the student performance at the end of the week.
The document outlines a 6-session unit on solid figures. In the unit, students will learn to identify and visualize three-dimensional shapes from two-dimensional drawings, understand properties of solids like faces and vertices, and determine if a net can form a given solid shape or vice versa. Sessions include learning solid shapes through models and examples, drawing solids, quizzes, creating riddles about shapes, and introducing nets of solids. The goal is for students to gain understanding and skills in visualizing and analyzing characteristics of two- and three-dimensional geometric shapes.
This document outlines a unit plan for a 3rd grade social studies unit on map skills. It includes the desired results, evidence of learning, and performance tasks. The performance task requires students to create an original physical map of Georgia accurately labeling landforms and rivers. Students will be assessed using a map quiz, graphic organizer comparing map types, a map grid activity, and a learning journal reflecting on essential questions. The goal is for students to understand different map types and use maps to retrieve geographic information.
The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.
This lesson plan outlines a lesson on analyzing the level of importance of information listened to and writing a poetic script based on a discussed topic or work. The plan includes preparatory activities like motivation and vocabulary building. Students will then read and discuss two pieces of information to analyze their importance. Students will be divided into groups to write poetic scripts on assigned topics like love of country, helping squatters, avoiding drugs, or water conservation. The lesson aims to help students understand how listened information can be helpful and encourage perseverance and diligence after study.
This document provides an overview of Understanding by Design (UbD), a framework for designing curriculum units that focuses on designing assessments before lessons in order to ensure students achieve desired learning outcomes. It describes the three stages of backward design: 1) identifying desired results like understandings, essential questions and knowledge/skills; 2) determining appropriate assessments like performance tasks; and 3) planning learning experiences to prepare students for the assessments. The goal is for students to develop a deep understanding of key concepts and be able to transfer their learning to new situations.
The document discusses the teaching of English in the K to 12 curriculum in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, and framework of the English language curriculum. The framework includes learning processes like spiral progression and integration of skills. It also covers developing understanding of cultures, language, and language processes and strategies through macro-skills. Assessment is holistic and aims to provide feedback to support student development.
The document discusses differentiated instruction, which is responsive teaching that accounts for differences between students. It involves varying content, processes, products, and learning environments based on students' readiness, interests, and learning profiles. The key aspects of differentiation are:
1) Using pre-assessments to determine students' starting points and tailoring instruction accordingly.
2) Employing formative assessments during instruction to make adjustments that improve understanding.
3) Administering summative assessments after instruction to evaluate mastery of material.
4) Differentiating content, processes, products, and environment based on readiness, interests, and learning profiles to increase the likelihood that each student learns as much as possible.
This document outlines a lesson plan about the layers of the sun. It identifies four main layers: the photosphere, convection zone, radiation zone, and core. The photosphere is the sun's surface and outermost layer with a temperature of 6,600°C. The convection zone transports energy outward through convection currents. The radiation zone emits radiation, while the core is the innermost part composed of molten rock where hydrogen is converted to helium. The lesson uses activities like labeling diagrams and models to help students understand and describe each layer of the sun.
This presentation provides an overview of K to 12 Curriculum in the Philippines. The different principles to be considered in teaching and learning the curriculum based on the best teaching and learning practices of the APA is tackled.
This document discusses strategies for teaching math to English language learners. It notes that academic language is difficult for ELLs to acquire when they are still developing conversational skills. It recommends pre-teaching vocabulary, using multiple representations like word walls and dictionaries, and incorporating the first language. For written problems, it suggests using reading comprehension strategies and modeling the problem-solving process. Teachers should learn students' prior math knowledge, use high-interest topics, and allow sharing in the first language. Scaffolds like sentence frames can help students produce academic language.
This document outlines key points for effective teaching-learning in an Outcomes-Based Education model. It states that teachers must adequately prepare students, create a positive learning environment, help students understand what they are learning and why. Teachers should also use a variety of teaching methods, provide opportunities for students to apply their new knowledge and skills, and help students understand what they have learned. The document contrasts traditional instruction-focused education with OBE, noting OBE focuses on learning outcomes, knowledge existing within learners, and teachers designing learning methods in collaboration with students.
This document contains : Lesson Plans, Student's Worksheets, Test, and Rubrics Test for 9th grade Junior High School for subject mathematics, sub material: cylinder, cone, sphere, statistics, and opportunity. And At Least there are some lesson plans for 7th Grade Junior High School sub material about fraction. Hope This math shared can useful for everybody needs.
This document discusses assessment and provides information about various assessment topics. It begins by outlining an agenda for a workshop on assessment competencies, knowledge, process, understanding and product/performance. It then defines key terms related to assessment such as authentic assessment, alternative assessment, and performance assessment. The document discusses the shift toward alternative and performance-based assessments that measure higher-order skills through open-ended tasks rather than lower-level discrete skills. It provides characteristics and examples of performance-based assessments and discusses constructing performance-based tasks.
This document discusses different types of assessment strategies including traditional, constructed response, selected response, and non-traditional assessments. It emphasizes the importance of aligning assessments with learning objectives and discusses task lists and rubrics as assessment tools. Specific guidance is provided on writing task lists and rubrics, including ensuring they are developmentally appropriate and aligned with learning objectives. Examples are provided to illustrate how to write a task list and rubric for a given objective involving calculating mean pumpkin weights.
The document outlines key principles of pedagogy including:
- Active inquiry, hands-on learning, and helping students construct their own meaning.
- Considering adolescent development, social support, identity formation, and self-concept.
- Making curriculum connections, ensuring depth of understanding.
- Differentiating instruction for content, process, product, and learning environment.
- Focusing on effective learning through attention, memory, and teaching skills.
The document provides information about the English curriculum for elementary grades in the Philippines. It includes:
1) Descriptions of the four areas of communication - listening, speaking, reading and writing - and the expected outcomes for each grade level.
2) Time allotments for English, which is 100 minutes for grades 1-3 and 80 minutes for grades 4-6.
3) Expectations for what learners should be able to do at the end of each grade level in the four communication areas.
4) Samples of lesson plans integrating the four communication areas and science concepts.
This document provides an overview of a presentation on outcome-based education (OBE) by Group 6. It defines OBE as an educational approach that focuses on defining learning goals and designing curriculum, instruction, and assessments to help students achieve those outcomes. The presentation will cover what OBE is, its principles, how it relates to teacher education curriculum, teaching and learning in OBE, and assessing learning outcomes. Various presentation strategies like concept webs and flowcharts will be used. The goal is for attendees to understand OBE and how it can be applied to teacher education in the Philippines.
Lesson plan on quadrilateral using inquiry based methodElton John Embodo
This lesson plan is for a 7th grade geometry lesson on quadrilaterals. It uses an inquiry-based approach with hands-on activities to help students define and classify different types of quadrilaterals. The lesson begins with an elicitation activity to assess student prior knowledge using a KWL chart. Students are then engaged by constructing quadrilaterals with sticks and identifying their properties. Through exploration, students build parallelograms, rectangles, rhombuses, and trapezoids from sticks and define each type. They then construct a special rhombus and define a square. Finally, students apply their learning by constructing structures using quadrilaterals and complete an evaluation KWL chart and optional
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
The lesson plan aims to teach students the importance of keeping their bodies clean and healthy. It includes activities like dramatic play, naming proper ways to care for the body, and identifying nutritious foods. Students will learn about proper hygiene habits through pictures, songs, and discussion. They will demonstrate their understanding by checking pictures that show healthy habits and drawing nutritious foods.
Differentiated instruction is an approach to teaching that aims to maximize student growth and success by tailoring instruction to meet individual student needs. Teachers can differentiate instruction by modifying content, process, products, and the learning environment based on student readiness, interests, and learning profiles. Effective differentiation involves ongoing assessment of student needs and the strategic use of flexible grouping, tiered lessons, and other best practices to engage students. The goal is to challenge all students appropriately by addressing the full range of learner differences in each classroom.
Global trends in education that apply at the elementary, secondary, tertiary and adult education levels in many countries across the globe. This was a Spotlight Session hosted by the Center for Interactive Learning and Collaboration in September, 2010.
The document discusses guidelines for developing lesson plans for teachers. It states that teachers with less than 2 years of experience must prepare detailed daily lesson plans, while more experienced teachers can prepare less detailed daily lesson logs. It then outlines the main components that should be included in a lesson plan: objectives, subject matter, procedures, assessment, and assignment. The document also discusses Bloom's taxonomy and revised Bloom's taxonomy, providing examples of learning objectives for each level of thinking. It provides tips for teaching students with different learning styles like visual, auditory, and kinesthetic learners. Finally, it discusses guidelines for selecting appropriate instructional materials based on the cone of learning theory.
This Kindergarten social studies unit focuses on teaching students about maps and globes through 4 main activities. The unit is designed to help students understand that maps are drawings of places and globes are models of Earth. Students will learn to differentiate land and water on maps and globes, understand that they show a view from above, and recognize that maps and globes show things in a smaller size.
1) This document outlines a three week unit plan for teaching 2nd grade students about multiplication. The unit utilizes various learning activities including games, group projects, and assessments.
2) A key project is a multiplication scrapbook where students create visual representations of multiplication like arrays and problem sets.
3) The unit aims to help students understand multiplication concepts like repeated addition, multiplication tables, and real-world applications. It also allows for differentiation based on student needs.
This document provides an overview of Understanding by Design (UbD), a framework for designing curriculum units that focuses on designing assessments before lessons in order to ensure students achieve desired learning outcomes. It describes the three stages of backward design: 1) identifying desired results like understandings, essential questions and knowledge/skills; 2) determining appropriate assessments like performance tasks; and 3) planning learning experiences to prepare students for the assessments. The goal is for students to develop a deep understanding of key concepts and be able to transfer their learning to new situations.
The document discusses the teaching of English in the K to 12 curriculum in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, and framework of the English language curriculum. The framework includes learning processes like spiral progression and integration of skills. It also covers developing understanding of cultures, language, and language processes and strategies through macro-skills. Assessment is holistic and aims to provide feedback to support student development.
The document discusses differentiated instruction, which is responsive teaching that accounts for differences between students. It involves varying content, processes, products, and learning environments based on students' readiness, interests, and learning profiles. The key aspects of differentiation are:
1) Using pre-assessments to determine students' starting points and tailoring instruction accordingly.
2) Employing formative assessments during instruction to make adjustments that improve understanding.
3) Administering summative assessments after instruction to evaluate mastery of material.
4) Differentiating content, processes, products, and environment based on readiness, interests, and learning profiles to increase the likelihood that each student learns as much as possible.
This document outlines a lesson plan about the layers of the sun. It identifies four main layers: the photosphere, convection zone, radiation zone, and core. The photosphere is the sun's surface and outermost layer with a temperature of 6,600°C. The convection zone transports energy outward through convection currents. The radiation zone emits radiation, while the core is the innermost part composed of molten rock where hydrogen is converted to helium. The lesson uses activities like labeling diagrams and models to help students understand and describe each layer of the sun.
This presentation provides an overview of K to 12 Curriculum in the Philippines. The different principles to be considered in teaching and learning the curriculum based on the best teaching and learning practices of the APA is tackled.
This document discusses strategies for teaching math to English language learners. It notes that academic language is difficult for ELLs to acquire when they are still developing conversational skills. It recommends pre-teaching vocabulary, using multiple representations like word walls and dictionaries, and incorporating the first language. For written problems, it suggests using reading comprehension strategies and modeling the problem-solving process. Teachers should learn students' prior math knowledge, use high-interest topics, and allow sharing in the first language. Scaffolds like sentence frames can help students produce academic language.
This document outlines key points for effective teaching-learning in an Outcomes-Based Education model. It states that teachers must adequately prepare students, create a positive learning environment, help students understand what they are learning and why. Teachers should also use a variety of teaching methods, provide opportunities for students to apply their new knowledge and skills, and help students understand what they have learned. The document contrasts traditional instruction-focused education with OBE, noting OBE focuses on learning outcomes, knowledge existing within learners, and teachers designing learning methods in collaboration with students.
This document contains : Lesson Plans, Student's Worksheets, Test, and Rubrics Test for 9th grade Junior High School for subject mathematics, sub material: cylinder, cone, sphere, statistics, and opportunity. And At Least there are some lesson plans for 7th Grade Junior High School sub material about fraction. Hope This math shared can useful for everybody needs.
This document discusses assessment and provides information about various assessment topics. It begins by outlining an agenda for a workshop on assessment competencies, knowledge, process, understanding and product/performance. It then defines key terms related to assessment such as authentic assessment, alternative assessment, and performance assessment. The document discusses the shift toward alternative and performance-based assessments that measure higher-order skills through open-ended tasks rather than lower-level discrete skills. It provides characteristics and examples of performance-based assessments and discusses constructing performance-based tasks.
This document discusses different types of assessment strategies including traditional, constructed response, selected response, and non-traditional assessments. It emphasizes the importance of aligning assessments with learning objectives and discusses task lists and rubrics as assessment tools. Specific guidance is provided on writing task lists and rubrics, including ensuring they are developmentally appropriate and aligned with learning objectives. Examples are provided to illustrate how to write a task list and rubric for a given objective involving calculating mean pumpkin weights.
The document outlines key principles of pedagogy including:
- Active inquiry, hands-on learning, and helping students construct their own meaning.
- Considering adolescent development, social support, identity formation, and self-concept.
- Making curriculum connections, ensuring depth of understanding.
- Differentiating instruction for content, process, product, and learning environment.
- Focusing on effective learning through attention, memory, and teaching skills.
The document provides information about the English curriculum for elementary grades in the Philippines. It includes:
1) Descriptions of the four areas of communication - listening, speaking, reading and writing - and the expected outcomes for each grade level.
2) Time allotments for English, which is 100 minutes for grades 1-3 and 80 minutes for grades 4-6.
3) Expectations for what learners should be able to do at the end of each grade level in the four communication areas.
4) Samples of lesson plans integrating the four communication areas and science concepts.
This document provides an overview of a presentation on outcome-based education (OBE) by Group 6. It defines OBE as an educational approach that focuses on defining learning goals and designing curriculum, instruction, and assessments to help students achieve those outcomes. The presentation will cover what OBE is, its principles, how it relates to teacher education curriculum, teaching and learning in OBE, and assessing learning outcomes. Various presentation strategies like concept webs and flowcharts will be used. The goal is for attendees to understand OBE and how it can be applied to teacher education in the Philippines.
Lesson plan on quadrilateral using inquiry based methodElton John Embodo
This lesson plan is for a 7th grade geometry lesson on quadrilaterals. It uses an inquiry-based approach with hands-on activities to help students define and classify different types of quadrilaterals. The lesson begins with an elicitation activity to assess student prior knowledge using a KWL chart. Students are then engaged by constructing quadrilaterals with sticks and identifying their properties. Through exploration, students build parallelograms, rectangles, rhombuses, and trapezoids from sticks and define each type. They then construct a special rhombus and define a square. Finally, students apply their learning by constructing structures using quadrilaterals and complete an evaluation KWL chart and optional
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
The lesson plan aims to teach students the importance of keeping their bodies clean and healthy. It includes activities like dramatic play, naming proper ways to care for the body, and identifying nutritious foods. Students will learn about proper hygiene habits through pictures, songs, and discussion. They will demonstrate their understanding by checking pictures that show healthy habits and drawing nutritious foods.
Differentiated instruction is an approach to teaching that aims to maximize student growth and success by tailoring instruction to meet individual student needs. Teachers can differentiate instruction by modifying content, process, products, and the learning environment based on student readiness, interests, and learning profiles. Effective differentiation involves ongoing assessment of student needs and the strategic use of flexible grouping, tiered lessons, and other best practices to engage students. The goal is to challenge all students appropriately by addressing the full range of learner differences in each classroom.
Global trends in education that apply at the elementary, secondary, tertiary and adult education levels in many countries across the globe. This was a Spotlight Session hosted by the Center for Interactive Learning and Collaboration in September, 2010.
The document discusses guidelines for developing lesson plans for teachers. It states that teachers with less than 2 years of experience must prepare detailed daily lesson plans, while more experienced teachers can prepare less detailed daily lesson logs. It then outlines the main components that should be included in a lesson plan: objectives, subject matter, procedures, assessment, and assignment. The document also discusses Bloom's taxonomy and revised Bloom's taxonomy, providing examples of learning objectives for each level of thinking. It provides tips for teaching students with different learning styles like visual, auditory, and kinesthetic learners. Finally, it discusses guidelines for selecting appropriate instructional materials based on the cone of learning theory.
This Kindergarten social studies unit focuses on teaching students about maps and globes through 4 main activities. The unit is designed to help students understand that maps are drawings of places and globes are models of Earth. Students will learn to differentiate land and water on maps and globes, understand that they show a view from above, and recognize that maps and globes show things in a smaller size.
1) This document outlines a three week unit plan for teaching 2nd grade students about multiplication. The unit utilizes various learning activities including games, group projects, and assessments.
2) A key project is a multiplication scrapbook where students create visual representations of multiplication like arrays and problem sets.
3) The unit aims to help students understand multiplication concepts like repeated addition, multiplication tables, and real-world applications. It also allows for differentiation based on student needs.
This Kindergarten social studies unit focuses on teaching students about maps and globes. The unit includes 4 activities to help students understand that maps are drawings of places and globes are models of Earth. Students will learn to differentiate land and water features, understand that maps show a view from above, and recognize that maps and globes show things in a smaller size. Assessment includes students creating their own simple maps and discussing what they have learned.
This lesson introduces students to geography and maps. Students will create maps of their neighborhoods and identify connections between geography and math. They will use geography skills to make maps showing terrain, vegetation, and buildings. Students will write paragraphs describing their neighborhoods and count the number of maps and people in their neighborhoods. Their maps and paragraphs will be evaluated based on participation, map details, and answering questions about their neighborhoods.
This document outlines a 3-week unit plan for teaching 2nd grade students about multiplication. The unit focuses on helping students understand multiplication concepts like repeated addition, arrays, and multiplication tables. It includes daily lesson plans with activities like games, group projects, and discussions to explore essential questions. The culminating project is a multiplication scrapbook where students apply their learning to create visual representations of multiplication problems.
This document outlines an activity to teach students about geography tools. The learning outcomes are for students to become familiar with maps, GPS, aerial photographs, graphs, and units of measurement. Students will interpret information from these tools, draw their own maps and graphs, and convert between measurement systems. Over five sessions, students will brainstorm geography tools, analyze different map types, create their own maps, debate measurement systems, and illustrate information with graphs. Activities include analyzing maps and charts, drawing maps, converting units, and creating graphs to represent data.
1) The lesson introduces functions using a scene from Indiana Jones and the Raiders of the Lost Ark where students plot coordinate points representing Indiana's and a rock's positions to see if they represent functions.
2) Students learn about domain, range, and identifying functions by analyzing the coordinate points. They graph the points and draw lines of best fit.
3) The lesson checks for understanding of functions and has students practice graphing and identifying functions through an in-class activity and worksheet followed by homework questions.
This document outlines a geography lesson plan for a unit on map skills. The lesson aims to familiarize students with reading Ordnance Survey maps through completing grid references and interpreting how heights and land usage are shown. Students will work through map activities of Sheffield and a task evaluating potential sites for a new football club leisure complex. They will analyze each site's grid reference and suitability based on location descriptions. Homework involves finding images to include in a presentation on their findings.
This lesson plan template outlines a 30-minute lesson for 3rd grade students about using atlases. The purpose is for students to learn about the different types of information found in atlases. Students will learn to find keys, symbols, and maps of different topics like terrain, political boundaries, and population density. They will practice answering questions by looking up information in the atlases in guided group work. At the end of the lesson, students will discuss the different kinds of information that can be found in atlases, concluding the unit.
If people once thought you could fall off the edge of the Earth, what did their maps look like?
Compare a selection of maps from different times and places. Afterwards, students will make their own maps. They'll pick a place, think about the level of detail they should include in their map, and think about the different ways the map will portray the things they know about the places shown.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
This activity aims to orient students to their school environment in grades K-2. Students will learn to locate specific places on a map of the school and then visit those places, such as the principal's office, restrooms, and playground. During the visits, students will learn the rules and responsibilities for each setting, including places that are off limits. The teacher will create a large wall map and give students small individual maps to color and label during a tour of the school.
This document outlines a 3-lesson CLIL project for 6th grade students to learn about European countries. In the project, students will research different European countries, learn about their locations, capital cities, and other facts. In Lesson 1, students will identify European countries on a map and game. In Lesson 2, they will listen to a story, complete a worksheet, and be introduced to a project where they research and present on one country. In Lesson 3, students will present their country projects to peers and provide feedback. The goal is for students to learn both geography content and English language skills through the project.
This document outlines an activity to teach students about maps and mapping the world. It begins by defining what maps and globes are, then provides background on the history of maps in America. Students are divided into groups to examine different types of maps and notice their features. They also draw their own "mental maps" of familiar places. Next, students work together to map their classroom. Finally, the activity shows students how their classroom map relates to larger maps by zooming out from a map of their school to city, state, country, and world maps to demonstrate the relationship between different scales of maps.
This document outlines an activity to teach students about maps and mapping. It begins with definitions of key map terms like map, globe, and atlas. Students are then shown different types of maps like park, museum, and subway maps and asked to identify map elements. Next, students draw their own "mental maps" of familiar places. They then work in groups to map their classroom. Finally, the activity shows students maps at increasing scales from the classroom to Indiana to the US to demonstrate how smaller areas are part of larger maps. The goal is for students to understand the relationships between different types of maps.
Exminster community primary school bronze award pptjuliebeattie
Exminster Community Primary School received a Bronze Award for Primary Geography Quality Mark in 2014. Geography at the school is inspiring, inclusive, global, creative, cross-curricular, and pupil-led. It focuses on developing pupils' knowledge of places, map skills, fieldwork, and appreciation of global issues. Teachers use a variety of teaching methods including projects, discussions, visits, and pupil voice to make learning engaging. The school aims to promote high achievement, skills progression, and positive attitudes in geography for all pupils.
EDUC 571Curriculum Project Mapping, Charts, Evidences, and ResoEvonCanales257
EDUC 571
Curriculum Project: Mapping, Charts, Evidences, and Resources Assignment Instructions
Instructions: Teacher candidates must be proficient in designing and implementing a curriculum based on state, national, and professional standards. Through this project, candidates will learn the importance of pacing the curriculum to teach essential grade level content. Candidates will experience how to write block plans for the curriculum. These plans include character education, appropriate learning activities, differentiated instruction, critical thinking skills, technology integration, and assessment. The plans provide opportunities for collaboration and integration across the curriculum.
Key Components:
Part 1: Mission Statement
The candidate writes an original mission statement which articulates the beliefs and goals of the institution. The mission statement provides clarification for everyone in the institution.
Part 2: Horizontal Mapping
The candidate maps out the curriculum to show the pacing of instruction. The map explains when and how long standards (content or skills) will be taught at the selected grade level. Elementary/SPED candidates create a map for a minimum of 18 weeks (90 days) in Language Arts, Math, Science, Social Studies, and Integration Possibilities. Secondary candidates create a map for 36 weeks (180 days) in their content area.
Part 3: Legend
The candidate provides a complete legend of acronyms and uses the acronyms in the Curriculum Planning Charts.
Part 4: Curriculum Planning Charts
The candidate individually writes block curriculum plans (see sample templates and examples). The plans explain in detail what the teacher and students will do in each lesson. The plans demonstrate effective use of allotted time. The planned activities are creative, engaging, hands-on, and age-appropriate. The plans use the legend symbols to document integration.
Elementary/SPED candidates develop plans for a minimum of 20 days in the following subject areas: Language Arts, Math, Science, Social Studies, as well as Fine Arts, Health, PE, and Movement. Secondary candidates develop plans for a minimum of 18 weeks in their specific content area and include integration across the curriculum. The plans show evidence of the following:
· Character Education
· Resources
· Developmental Learning
· Diversity & Accommodations
· Critical Thinking
· Active Learning Experiences
· Technology Experiences
· Assessment
· Collaboration
· Integration & Connections Across the Curriculum
Part 5: Evidence of Curriculum Requirements
The candidate identifies specific evidence to demonstrate how the following elements are incorporated into the Curriculum Project: the mission, character education, diversity and accommodations, critical thinking and problem-solving activities, active learning experiences, technology integration, assessment, collaboration, fine arts/health/PE, and integration between content areas. The candidate uses the completed (elementary/SPE ...
This document discusses various instructional media and their uses in education. It explains the utility of graphic aids like maps, charts, and diagrams. It also discusses the role of blackboards, bulletin boards, flannel boards, models, posters, projectors, and other audiovisual tools. It emphasizes that instructional media can be used to attract students' attention, develop interest, adjust the learning climate, and promote acceptance of ideas. The document provides detailed descriptions and considerations for using different types of instructional media effectively in teaching.
Classroom design recipe is a learning and teaching tool that aims to propose opportunities to rethink classroom space design in order to facilitate and support learning and influence innovative teaching practices. Additionally, Classroom Design Recipe inspire teachers to change, use and prepare the classroom space to support and facilitate learning activities.
The document provides a design plan for an educational app called "Catch Me If You Can: United States" aimed at teaching 4th and 5th grade students key U.S. geography. The app will guide students through puzzles and games to learn the locations of states, state capitals, and landmarks in a story format where students help catch a bandit stealing items in each region. The app offers three difficulty levels and allows students to view state information in a visitor center. Progress is tracked through a map interface that adds stars for completed states.
This 5th grade math lesson teaches students about the coordinate plane by having them map their classroom using a coordinate system. Students will walk around the classroom to plot important locations like desks and sections on a coordinate grid. By mapping the classroom, students learn to graph points, read coordinates, and see patterns - meeting the math standard of using coordinates to solve real-world problems. Students will be assessed on accurately mapping the classroom. The lesson incorporates geography by having students create a map and think about spatial relationships.
1. FRIT 7430: UbD Stage 3 Assignment
Melissa Lewis
FRIT 7430: Instructional Technology
Stage 2, Understanding by Design
Fall 2009
2. FRIT 7430: UbD Stage 3 Assignment
Title of Unit Map Skills Grade Level 3rd
Standard:
GPS
MAP AND GLOBE SKILLS (No number identified)
GOAL: The student will use maps to retrieve social studies information.
Map and Globe Skills
3. use a letter/number grid system to determine location
4. compare and contrast the categories of natural, cultural, and political features found
on maps
6. use map key/legend to acquire information from, historical, physical, political,
resource, product and economic maps
8. draw conclusions and make generalizations based on information from maps
Understandings:
Students will understand that:
The eight directions, including cardinal and intermediate, are used to develop a
relationship between two or more locations.
There are several different types of maps because each one is used for a different
and specific purpose.
The map legend is an integral part of the map that allows the features to be
defined and the map to be easily and efficiently used to gather a variety of
information.
Maps are only representations of geographic areas; therefore, places, objects,
and size are not depicted in actuality. Instead the map grid is a tool that uses
numbers and letters to more specifically locate objects and places within an area
on a map.
Creating a map is a complicated endeavor that can come with a variety of
limitations.
Related Misconceptions:
A map depicts the exact sizes and distances of locations.
There is only one universal type of map.
Directions are often get reversed.
3. FRIT 7430: UbD Stage 3 Assignment
Essential Questions:
Overarching Questions: Topical Questions:
Why learn how to use a map? Must a map have a legend?
Why is it important to know where How can you tell the difference
places are? between a political and a physical
map?
What problems would arise if there
was only one type of map? In what activities or job situations
would a map grid be useful? Why?
In what situations in your own life
will you need to use a map? How would things be different if
directions had never been invented?
What limitations could mapmakers
come up against?
Stage 3: Plan Learning Experiences
Week 1
Type week 1 activities here (use page 26 of the UbD text as an example)
1. Begin with a guessing activity to introduce the subject of maps. H
2. Show students the unit map which includes the essential questions and standards
that will be studied. W
3. Give pre-assessment E2, W
4. Introduce essential question: Why learn how to use a map? Play give one get
one to gather prior knowledge students have about maps W, H, E1
5. Create a word map of all the words students came up with on the previous activity
with the smart board using worlde.com. E1, R
6. Complete a KWL Chart W
7. Introduce and discuss key vocabulary terms: Map symbol, map legend, political
map, physical map, compass rose, cardinal directions, map key, grid. W, E1
8. Students fill out a graphic organizer to define and illustrate unit vocabulary words.
E1
9. Play a game to introduce cardinal directions and introduce essential questions:
Why is it important to know where places are? How would things be different if
directions had never been invented? W, H
10. Teach key skills: using cardinal directions and how to read and understand a
political map using a transparency. E1
11. Using smartboard have students practice identifying directions between locations
based off of example scenario’s. E1
4. FRIT 7430: UbD Stage 3 Assignment
12. Play a map symbols guessing game. W, H
13. Explain and demonstrate the use of symbols and the map legend using map
transparency led by the essential question: Must a map have a legend?. E1
14. Complete a worksheet to practice using symbols, identifying directions, and
gaining information from a map. E1
15. Led by the essential questions: Why is it important to know where places are?
Break the students into groups and instruct them to create their own map of the
classroom by creating symbols for the furniture and label it with a map legend. E1,
T
16. Write in reflection journal to record what has been learned so far by answering the
essential questions that have been presented. R, E2
Week 2
Type week 2 activities here (use page 26 of the UbD text as an example)
1. Review skills from previous week (using cardinal directions, reading and gaining
information from a map) using a powerpoint presentation. Students answer
practice questions using student whiteboards. H, E1
2. Take quiz: Using a Map. E2
3. Introduce essential question of the day: In what activities or job situations would a
map grid be useful? Why? Then demonstrate and teach how to use a map grid
using a smartboard template. Lead students in an inquiry discussion to
brainstorm in what job settings this tool would be useful. E1
4. Students work in collaborative pairs to identify specific locations on the
smartboard template using their student white boards. E1, T
5. Explain and play the battleship game in collaborative pairs. Students who
perform on a lower level will be placed in a group of three to work directly with a
partner to complete the activity. E1, T
6. Students write in reflection journal explaining in their own words how to use a map
grid and answer the essential question. R
7. Present essential question: How can you tell the difference between a political
and a physical map? Then introduce physical maps by allowing students to take
on the role of an explorer. H
8. Use a powerpoint presentation to first review landforms and then to teach the
purpose of a physical map. E1
9. In collaborative pairs students use a venn diagram to compare and contrast the
symbols found on a political map and the symbols found on a physical map. E1
10. Introduce essential question: What limitations could mapmakers come up
against? Introduce the performance task to students. The teacher will introduce
an enrichment activity for a specific group of students that includes writing a page
for the textbook to go with the map. W, T
11. Go over each section of the performance rubric in order to inform students of what
is expected on them in the final product. W, E1
12. Allow students time to look through atlases and current text books to look for
examples of current physical maps of Georgia. Then students will begin to
develop their own map. Then discuss as a group the limitations that mapmakers
may come up against. E1, R
5. FRIT 7430: UbD Stage 3 Assignment
Week 3
Type week 3 activities here (use page 26 of the UbD text as an example)
1. Present essential questions: What problems would arise if there was only one
type of map? Then pass out examples of historical, physical, political, resource,
product and economic maps. Students at each table will create a list of noticings
for all of the maps. H, T
2. Teacher will create a class list that combines everything that each table of
students came up with for the different types of maps. E1, R
3. One by one the teacher will introduce and teach each type of map represented by
the examples. The name of each map will be given along with the purpose and
specific features. E1
4. Periodically the students will be instructed to turn to their collaborative partners
and list three things about each one of the maps in order to check learning
progress. R, T
5. Students are given time to work on their performance task using resources from
the classroom and checked out from the library by the teacher. E1
6. Play a matching game to remind students of the different types of maps. H
7. Using the smartboard the teacher will begin to fill in a graphic organizer that
identifies each type of map with help from the students. E1
8. The students will then work in collaborative pairs to complete the graphic
organizer: Different Types of Maps. E2, T
9. As review the students will work together in table groups to complete a variety of
questions testing their knowledge on the different types of maps. This will be
played as a game with tables competing against one another. E2
10. Students write in reflection journals and develop a short paragraph to describe
each type of map and answer the essential question: What problems would arise
if there was only one type of map? E2, R
11. Students are given significant time to work on their projects and instructed to take
them home if a substantial amount of work is left. E1
12. Instruct and demonstrate to students how to use the rubric to check their project
to make sure it meets all of the requirements. E1
13. Break students up into pairs based on ability to give them the chance to review
each other’s projects using the rubric and give each other feedback. E2
14. Play a jeopardy game on the smart board to review the map unit. This is a
chance for students to review for the test. Higher level thinking questions are
incorporated. R, E2, T
15. Fill in the L section of the KWL chart. E2, R
16. Students will take post assessment. E2
17. Each student will be given a chance to share their final physical map project and
then they will turn them in for grading. E1, E2
18. Students will finish with writing in their reflection journal about what they learned
during this entire unit by answering this essential question: In what situations in
your own life will you need to use a map? If students have trouble with writing
they will be given the opportunity to tell the teacher what they have learned
through the unit. Then they will be asked to write a few sentences with pictures
(depending on their level). R, T
6. FRIT 7430: UbD Stage 3 Assignment
Notes to the Instructor
Use this area, if needed, to explain to the instructor how your planned activities above
satisfy specific elements of the scoring rubric.
Each of my learning activities is directly linked to one of the
standards listed for the unit. Every activity allows students the
chance to get closer to learning the knowledge and demonstrating
the variety of skills needed to fulfill the standards. Also, each
essential question is answered through the activities during the
course of the unit. The essential question linked to the activity is
presented before the teacher begins that lesson.
Throughout the unit there are several times in which the teacher
differentiates instruction in order to reach all students in the
classroom. This is indicated with a T. One way of differentiating is
by using technology during many of the learning activities. The
smartboard is used on several occasions along with a lesson with a
powerpoint and use of worlde.com.
Stage 3 Scoring Rubric
(0 Points) (2-3 Points) (4-5 Points) Your
Score
1 Does not clearly Codes some Clearly codes each
. communicate learning activities activity with WHERETO
WHERETO for with WHERETO
learning activities Includes a pretest to check
for prerequisite skills
Fails to provide a and knowledge.
pretest for
learners.
7. FRIT 7430: UbD Stage 3 Assignment
2 Alignment is not There is evidence Alignment is clearly
. demonstrated of alignment demonstrated
between between some of between instructional
instructional the instructional strategies, standards,
strategies, strategies, and understandings of
standards, and standards, and the unit.
understandings of understandings of
the unit. the unit.
Matches all essential
questions,
understandings, skills,
and knowledge with a
corresponding
instructional strategy.
3 Instruction has Utilizes Gardner’s Utilizes Gardner’s
. one global starting strategy to provide strategy to provide
point for all different “Entry different “Entry
learners. Points.” Points” to meet the
needs of all types of
No evidence of an Evidence of an intelligences.
attempt at attempt at
differentiation differentiation Clear plan for
exists differentiation
4 Fails to provide Provides Provides numerous
. opportunities for opportunities for opportunities for
students to students to students to RETHINK
RETHINK ideas, RETHINK big big ideas, REFLECT on
REFLECT, and to ideas, REFLECT on progress, and to
REVISE work. progress, and REVISE work.
REVISE their work.
5 (0 Points) (1 Points) (3 Points)
. Does not indicate Includes the use of Includes the use of
the use of technology technology in a
technology in a meaningful way.
meaningful way
“Off the shelf”
resources are
properly referenced
8. FRIT 7430: UbD Stage 3 Assignment
6 (0 Points) (1 Points) (2 Points)
. Assignment is not Assignment Assignment is
organized somewhat organized
organized
Assignment Assignment
Instructions not Most assignment Instructions followed
followed instructions
followed No errors in grammar
Several errors in or form that distracted
grammar and A few errors in the reader.
form, which grammar and form
distracted the which distracted
reader the reader
Your Total Score /25