Materials 16 microscopes, worksheets, scratch paper, pencils, safety googles, chemical-resistant gloves, toothpicks, sugar, salt, onion, pencil shavings, corn starch/flour, elodea leaves, Methylene blue, procedures for each station, prepared slides with pencil shavings, corn starch, sugar, salt. Grouping Students will be working in pairs so that they can discuss their observations, and share their thoughts about what they see. In the end of the lesson, they will share their notes with groups and then the whole class. This will help clarify misconceptions. 2.
Terrett told the class that she would give good behavior tickets to students who got the answers to questions 7 & 8 right. One of the students, Wyatt asked Mrs. Terrett how many tickets she would have to give out if the whole class got both answers right. Mrs. Terrett responded by turning the question into a teaching moment. She asked the students if there are 27 students in this classroom and everyone earned 2 tickets each, how many tickets would she have to give out? 10) The following instructional strategies used in the properties of multiplication lesson: • Modeling- The teacher wrote on the board what she wanted the students to write in their math journals.
The class will determine the characters of the story, the setting of the story, the beginning, middle, and end, of the story, and work together to complete a story map. Students will be encouraged to volunteer to come to the front and place story strips in the correct order in a pocket chart. Using effective questioning will assist the class in discussing and working together to verify the sequence and theme of Three Billy Goats Gruff. Independent Practice: The students will work individually to complete a flip book. The students will put the flip book together, cut out and color each character from the story, glue the characters from the story in the flip book, draw a picture of the setting of the story, and cut, color, and glue pictures in the correct order from beginning, middle, and ending of the
The diversity of the group brings out different approaches to confront any math problem. One resource that the teacher could use to make sure cultural diversity is expressed, could be to use teaching strategy websites. It is up to the teacher to make sure students are being taught multicultural lessons. The teacher shows consideration in presenting cultural diversity, by letting the students work in groups. The students can absorb any information from other students who have a diverse cultural background.
Clinton, Matthew’s special education teacher in his pre-K class, Matthew shows a number of relative strengths, notably in academic areas. He is able to identify upper case letters of the alphabet, which is at or above age-expectancy. He can identify several shapes and many colors, as well as the numbers 1-10. In motor areas, Matthew can copy horizontal and vertical lines and can copy a circle, showing age-level skills. Matthew is able to complete interlocking puzzles and when prompted, he can build simple block structures.
H returns she explains that she is going to put the students in groups to do a graded worksheet on author’s purpose. Group one has three students with Student E, who has doing a animals studies project, Student K and Student A. Group two is Student M and Student S. In each group the student’s read the questions out loud and discuss which category it belongs under. The students then write the answer the group comes up with on their worksheet. After the worksheets are completed they switch to finishing the sewing unit.
Mrs B started to learn 6 time table. We all did it with using our fingers and after that she asked children to make a poster to show with how many ways they can find the answer with multiplication. For example, number line – factors- inverse and dividing. I explained and supported J & V. Today I have a big project and that is narrative observation and I was looking for a perfect situation to start my observation.
Then they will orally share their story on a T-chart. Once they share their stories have the students get out their iPads and open Seesaw. Once on Seesaw have students add a photo of their drawing/planning sheet. Once they take a photo they can orally record their story. Students can listen to this recording tomorrow or the next day.
The top half of the assessment has the students find the definitions for each term and matching the correct letters to the terms. The bottom half of the assessment requires the students to know the meaning of each term in order to find in the blanks with the correct vocabulary term. This assessment illustrates my ability to meet this standard because it aligns with the objective of my lesson and the state standard. Along with that, I graded each student’s assessment using the same grading sheet to check their answers and made sure that each student was receiving the fair grade for their
Has creativity literally been executed by schools? Why arrange math and science over other subjects? Since the start of middle school, students have been given a set number of "core subjects" they obtain gain credit for. Four out of the seven periods at school the kids endure sitting in a classroom, and listening to a teacher talk in relation to a subject that they may not practice later in life. In addition to core subjects, students must obtain credit for a foreign language, physical education, communication class, and human services course.
Entry #2: Date and Time: Friday, February 17, 2017, 9:00 a.m. to 12:00 p.m. (3 hours) Task/Activity: Students in both classes started off the class by taking their weekly spelling test. Following this, both classes examined prose-constructed responses completed by fellow students (although responses were kept anonymous). Students would then work in groups to grade the response according to PARCC standards. The class would then come back together as a whole, with each group discussing the grade they gave the response and why. Mrs. Lanza would then reveal the grade she gave the response, hoping that each group fell within one point value and had relatively the same constructive criticism to give.