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Science Lesson Plans Discover God

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Title: Science Lesson Plans Discover God


1
Science Lesson Plans Discover Gods World
  • Adrinna D. Beltré- Spring 2013

2
Information About Resource
  • This resource was used in a multi-grade
    classroom, 5-8 in the Central CA Conference.
  • It was used over a period of about one month, as
    for each class there were other assignments and
    projects we were attending to (such as
    BrainPop,Science Fair prep, etc.)
  • Each lesson includes all of the information you
    will need to jump in and use the resource. Enjoy!

3
Table of Contents
  • Science Lessons
  • Lesson 1
  • Lesson 2
  • Lesson 3
  • Lesson 4
  • Lesson 5
  • Summative Evaluation
  • Field Trip
  • Health Lessons
  • Lesson 1
  • Lesson 2
  • Lesson 3
  • Lesson 4
  • Field Trip
  • Summative Evaluation
  • PE Lesson
  • Lesson 1

4
Science Unit
  • Lessons

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5
Science Unit
  • Lesson 1

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6
Lesson 1
  • Teacher Adrinna D. Beltré  Grade 5 
    Subject Elements of Weather
  • Lesson Air Pressure
  • CA Standard Energy from the Sun heats Earth
    unevenly, causing air movements that result in
    changing weather patterns
  • NAD Standard Explain air pressure and
    local/global winds, how they are measured and
    their effects on weather
  • Content Objective We will understand how air
    pressure works

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  • Language Objective I will explain air pressure,
    describe how it is measured, and explain how air
    pressure affects weather in writing.
  • Sentence Frames  
  •  I can predict that ______because _____.
  • I wonder what would happen if _____.
  • Based on ______, I think _____.
  • Questioning- Sentence frames
  • Checking for Understanding- Review It!/
    Conclusion questions
  • Student Engagement/Interactive Learning- Group
    Activity
  • Oral Language Opportunities- Review It!

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8
  • Orientation-connecting prior knowledge/warm-up
  • Read aloud Air Pressure Pop! Air and Water
    Pressure by Stephanie Paris
  • Demonstration- It Affects Us.
  • Purpose- To have the students think about how
    weather affects us.
  • Materials iPad pictures of a fan, hat,
    raincoat, snowboard, sunscreen, umbrella, water
    skis
  • Procedure Ask the students for ideas on how
    weather affects us. List them on the board.
    Display each time, and have students identify the
    type of weather associated with each.
  • Presentation- Introduction to chapter. Read
    chapter aloud in a group. Stop to present new
    words with the see it, write it, say it, define
    it method.
  • Highly Structured Practice and Guided Practice-
    Answer Review It! questions on p. 399 in class.

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9
  • Independent Practice- Cooperative Groups Lab
    Activity- Light As Air.
  • Question- Does Air have weight?
  • Materials balloons-2, drinking straw, tape,
    thread
  • Procedure
  • loosely tie a piece of thread around each balloon
  • tie the ends of the thread to the loose ends of
    the straw
  • tie another piece of thread to the middle of the
    straw
  • move the thread tie in the middle of the straw
    until it is balanced.
  • tape the other end of the thread to the top of
    your desk so you balance can hang free. Draw a
    picture of what your balance looks like in chart
    A.
  • untie one balloon, fill it with air, and tie a
    know in the end. Retie the balloon to the
    balance. Draw a picture of what your balance
    looks like in chart B.

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Lab rubric
Excellent Good Needs Improvement
Completed all aspects of the assignment
Answered all questions thoroughly
Showed evidence of learning
Cooperated well in group
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  • Data Chart A and Chart B- Fill out the charts
    using the Bubble Thinking Maps and turn them in.
  • Assessment- Quiz-
  • Quiz Questions
  • What did you fill the balloon with?
  • What happened when you filled one balloon?
  • What would happen if you inflated the other
    balloon to the same size?
  • Can you think of other ways of showing that air
    has weight?

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Bubble Thinking Map
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13
  • Closure-watch YouTube video http//www.YouTube.c
    om/watch?vfqdex5ER6kA to illustrate and show
    real life situation (stop at 238).
  • Differentiated Instruction/Universal Access
    ELLs Students will be allowed to answer the
    questions from the assessment verbally.
  • SP Ed. For children with LD in writing, allow
    them to draw the answers to the questions. For
    children with LD in reading, another student will
    read all of the instructions in the group, and
    will also read him/her the final questions.
  • Non- Proficient Only answer the first two
    questions.
  • Materials/Resources balloons-2, drinking straw,
    tape, thread, internet, iPad, projector, Science
    books, paper, pencils
  • Homework/Follow-Up Go to collaborizeclassroom
    and journal about the lab experience.

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14
References- Science Unit Lesson 1
  • Lab Rubric- Adrinna D. Beltré (Creator)
  • Bubble Thinking Map http//www.irvingisd.net/staf
    fdev/images/thinkingmaps/map3.gif

15
Science Unit
  • Lesson 2

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16
Teacher Adrinna D. Beltré  Grade 5 
Subject Storms Lesson  Storms   CA Standard
Earth Sciences 3c- Students know water vapor in
the air moves from one place to another and can
form fog or clouds, which are tiny droplets of
water or ice, and can fall to earth as rain,
hail, sleet, or snow.   NAD Standard Explain air
pressure and local/global winds, how they are
measured and their effects on weather Content
Objective We will distinguish between cold and
warm fronts.   Language Objective Students will
identify different storms in writing.  
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Sentence Frames    I predict _______ because
_______. A _______ forms after _______. When
______ (cause), ______ (effect). Questioning
Did you know? Benjamin Franklin was one of the
first people to recognize that storms usually
happen in patterns. Checking for
Understanding Review it questions at the end of
the section. Student Engagement/Interactive
Learning Demonstration, Review it!, Reading a
Chart (p. 415 in book) Oral Language
Opportunities Review it!    Orientation-connecti
ng prior knowledge/warm-up Read aloud to the
students the book Storm Coming! by Audrey B.
Baird, Patrick O'Brien (Illustrator)
Demonstration- Safety is no Accident Have
students list reasons people are injured during
storms. Record responses on the board. List what
other ways storms create difficulties for people.

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Discuss with students the important of caution
and preparedness in relation to storms.
Activity Have students create a PSA about
warning people who might be in danger of a storm
i.e. hurricane, blizzard, etc. Give warnings and
safety tips. Record with digital camera and
upload to YouTube channel.   Presentation- Read
chapter aloud together. Commentary and pictures
by teacher.   Highly Structured Practice-
Blowing the wind! p. 411   Independent Practice-
Cooperative Groups p. 414- Reading a weather
chart   Assessment- Oral Quiz Students each
write two questions based on the chapter. I will
ask the students the questions and award points
based on the content of their answers.
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  Closure- short video on weather
http//www.YouTube.com/watch?vx2ZAYPGz7bs   Diffe
rentiated Instruction/Universal
Access/ELLs Have students go over vocabulary in
the beginning of the chapter. Also make sure
that each child has a partner to read with and
work with. SP Ed. Work with a partner to help
the student. Monitor more frequently. Non-
Proficient Change chart reading questions to a
more simple list of questions. Materials/Resource
s Science book, iPad, pencils, paper, digital
map   Homework/Follow-Up Use the multi-flow map
to describe the causes and effects of different
types of weather.  
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Multi-Flow Thinking Map
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21
References- Science Unit Lesson 2
  • Multi- Thinking Map http//mcmillingate.edublogs.
    org/files/2010/12/MultiFlowMap-1u469xy.jpg

22
Science Unit
  • Lesson 3

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Teacher Adrinna Beltré   Grade   5 Subject 
Science   Lesson Weather and Climate    CA
Standard  4 d. Students know how to use weather
maps and data to predict local weather and know
that weather forecasts depend on many variables.
NAD Standard Distinguish between climate and
weather and identify factors that affect climate
Content Objectives We will learn to
distinguish between weather and climate by
reading about it, writing about it, and watching
videos, and participating in activities. Language
Objectives Students will express their views
clearly about the subject we study
orally. Sentence Frames  I can predict that
______because _____.       
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  • Questioning Throughout the chapter
  • Checking for Understanding ongoing./ Review It!
    Activity.
  • Student Engagement/Interactive Learning Lab/
    Activity
  • Oral Language Opportunities Reading aloud/
    Questions asked by instructor/ conversing in
    cooperative groups.
  •  
  • Orientation-connecting prior knowledge/warm-up
  • Read aloud to them the book Weather- The Kids'
    Book of Weather Forecasting Build a Weather
    Station, "Read" the Sky Make Predictions! by
    Mark Breen
  • DEMO-Its Only Average on p. 420.
  • Purpose- Show students that climate is the
    average of each days weather .
  • Materials- None needed
  • Procedure
  • Ask students to give 10 different readings for
    your area and list them.
  • Instruct the students to determine the average of
    the 10 numbers. Write average.
  • Explain how each number represents a day of
    weather, while the average represents the
    climate. Weather is daily, climate yearly.

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25
Presentation- Define vocabulary together on p.
420. Identify objectives Read over chapter
with commentary and discussions (p.
420-422) Highly Structured Practice and Guided
Practice- p. 422- The climates. Identify and
summarize in cooperative groups. Activity Once
they have identified them, I will assign each one
a climate to act out for the class. You may use
props. Come back together and act out. Other
students need to guess what the climate
it. Independent Practice- Review it on p. 422.
Answer the questions in small groups with desk
partners. Assessment Quiz Use the provided
Venn Diagram to illustrate the similarities and
differences between climate and weather. (Closed
Book)  
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Closure- http//www.YouTube.com/watch?vCCXC1tOC
B0I Silly video about weather and climate.  
Differentiated Instruction/Universal Access
ELLs For the independent practice students can
choose three ways to answer the questions draw
illustrations, orally present, or write them
down. SP Ed. Sp. Ed students will have a
partner to help them. Non- Proficient
Alternate set of questions. Will not be asked to
read longer paragraphs. Materials/Resources
Book, iPad, projector   Homework/Follow-Up
Tomorrow students will have a quiz with one
question What are the major differences between
Climate and Weather?
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References- Science Unit Lesson 3
  • Venn Diagram
    http//www.math-aids.com/i
    mages/Venn-Diagram-Graphic.png

29
Science Unit
  • Lesson 4

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Teacher Adrinna Beltre Grade
5 Subject Science   Lesson Changing
Climates  CA Standard 4. Energy from the Sun
heats Earth unevenly, causing air movements that
result in changing weather patterns NAD
Standard Distinguish between climate and weather
and identify factors that affect climate
Content Objective We will learn about the
causes for climate change in the past and in
present day. Language Objective I will explain
the way that climate has changed and students
will to be able to reiterate the sentiments that
I expand upon. Sentence Stems When ______
(cause), ______ (effect). Questioning Highly
structured practice Checking for Understanding
PPT/Assessment Student Engagement/Interactive
Learning DEMO Oral Language Opportunities
Closure
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Orientation-connecting prior knowledge/warm-up
Read aloud the book 10 Things I Can Do to Help
My World by Melanie Walsh DEMO Shippin
Out Purpose- to have the students think about
changes in climate Materials- none
needed Procedure Begin discussion by asking
the students what changes they would have to make
id they moved from where they live to the South
Pole. Give students two minutes to list their
ideas. After two minutes ask students for their
ideas. Compile a Master List on the board
  Presentation- PPT presentation on changing
climates (see following slides)
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Changing Climates
  • Objectives
  • describe the factors that make and change
    climate patterns
  • explain how sin altered Earths climate
  • Describe the climatic factors that caused the Ice
    Age.
  • Vocabulary microclimate

Image http//simonarich.com/image-files/the-storm
.jpg
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Microclimates
  • climates dont usually change because they cover
    large areas
  • microclimates- small parts of the climate are
    changed
  • when people build large cities
  • pave thousands of acres of ground
  • cut down forests
  • build large reservoirs
  • Affects
  • pollute the air
  • warmer weather
  • fewer green plants
  • more flooding

Image http//thegeographyofblackwood.wikispaces.c
om/Yr7AssessmentTasks
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Eden
Image http//www.smscs.com/photo/tropical_beach_i
mages/21.html
  • Antediluvian climate very different than today
  • Evidence shows that things grew to be much bigger
  • After flood, climate changed

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Ice Age
Image http//blogs.agu.org/geospace/files/2012/12
/Glacier-1024x574.jpg
  • Because of the flood, climate changed
  • Size of oceans increased
  • Volcanoes spewed ash into the climate
  • These changes caused Ice Age

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Review
  • What is a microclimate?
  • Give an example of a microclimate.
  • What can microclimates do to the world?
  • What was the climate like before the flood?
  • What caused the Ice Age?
  • Do you think it could happen again?

Image http//bizarrocomics.com/files/uploads/2012
/04/Bizarro-04-01-12-WEB.jpg
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Highly Structured Practice- Review it! questions
on p. 425 as a class Guided Practice- Class
Activity School Microclimates (see next slide
for sheet), Procedure and Data Chart. Independent
Practice- Do the conclusion on your
own. Assessment Quiz- Take an online quiz at
http//www.quia.com/rr/322841.html   Closure-
Have the students get together in small groups
and reflect on what theyve learned. Then they
can, as a group, present a visual representation
to the class of what theyve learned.  
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39
Differentiated Instruction/Universal Access
ELLs During the discussion, use visuals to help
them understand the assignment. Allow them to
use visuals to express themselves. SP Ed.
Partner with another student during the PPT.
Have the student answer any concerns. Also, have
the SP Ed student ask any questions. Alternate
assignment completed. Non- Proficient These
students should have extra help with the
assignment, especially with the conclusion
part. Materials/Resources Internet, computers,
books   Homework/Follow-Up Find out how cities
affect the weather. Compare the weather in a
geographical location that has a large city and a
large tract of forest or jungle. What are the
similarities/differences? Use a Venn Diagram to
compare.
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40
References- Science Unit Lesson 4
  • Slide 38 Discover Gods World (Science Book)
    Chapter 20, Lesson 2- Class Activity
  • Image Credits Within the slides

41
Science Unit
  • Lesson 5

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42
Teacher Adrinna Beltré Grade 5 Subject
 Science   Lesson Earths Seasons    CA
Standard Students know the influence that the
ocean has on the weather and the role that the
water cycle plays in weather patterns.     NAD
Standard Distinguish between climate and
weather and identify factors that affect climate
Content Objective We will learn about the
cause of the seasons. Language Objective
Students will be able to write and expand on
Earths seasons. Sentence Frames   What caused
______ How would this be different if ______
What did ____ cause _____ to occur? How
does/did______ effect _____? The effect of _____
on ______ is _______.  
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Questioning- Assessment/Closure Checking for
Understanding- Assessments Student
Engagement/Interactive Learning- Demo, Oral
Language Opportunities- Guided Practice/Demo   Or
ientation-connecting prior knowledge/warm-up
Read aloud to the class Seasons Window to the
Seasons by Michelle R. Peterson Demo Season
It Purpose- to demonstrate that the directness
of the suns rays has a great effect on their
ability to warm Earth. Materials- magnifying
lens, paper Procedure take students outside to a
sunny place use magnifying glass to focus the
suns rays onto the paper so that the sunlight is
somewhat concentrated on the paper but not enough
to burn the paper. note what happens
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Repeat second step this time making sure the
sunlight is focused enough to actually burn the
paper. what happened? was there more sunlight
shining on the paper the second time? why did the
paper burn even though the amount of light
striking the paper did not change between the
first and second time? Presentation- Overview
of chapter Presentation of vocabulary Objectives
Read the chapter together with
commentary   Highly Structured Practice-
Throughout the chapter monitor the learning of
the students. Guided Practice- Go to Brain Pop-
Seasons. Watch video together an take online
quiz together.   Independent Practice- Try This
20-3 Day Length (see the sheet on the following
page).  
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45
Assessment- Quiz Answer these two questions
using a Bubble Thinking Map What causes Earths
seasons? What is the difference between the
solstice and the equinox?    Closure- Do an
activity page from Brain Pop.     Differentiated
Instruction/Universal Access ELLs Instead of
activity page from Brain Pop students can do an
activity instead. The Activity is to research
hibernation. SP Ed. Watch the Brain Pop, Jr.
version of the Seasons and complete the Write
About it! Non- Proficient Brain Pop, Jr. version
of the Seasons. Still complete the Brain Pop
activity. Materials/Resources Internet,
Computers, Activities   Homework/Follow-Up p.
430- Reading a diagram about the seasons.  
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46
Science Unit
  • Field Trip

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47
KSBY Studios
  • San Luis Obispo, CA
  • Students will tour the facility
  • Students will meet with the meteorologists at the
    station
  • Meteorologists will give students a lesson about
    weather, air pressure, climate, etc.
  • Students will be able to experience working with
    the Green Screen technology
  • Students will interview the meteorologists in a
    sit-down panel
  • Students will journal about what they have
    learned at the station.

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Science Unit
  • Summative Assessment

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49
  • Templeton Hills Adventist School
  • Teacher Adrinna Beltre
  • Class Science, Grade 5
  • Please answer these questions on a separate sheet
    of paper. Remember to use complete sentences.
  • What is the weight of air called?
  • What weather instrument is used to measure air
    pressure?
  • What kind of current forms when warm air rises
    and cold air sinks?
  • What causes wind?
  • Describe these major types of storms
    thunderstorms, blizzards, tornadoes, hurricanes.
  • What is climate?
  • What is the difference between weather and
    climate?
  • What is a microclimate?
  • Name two things humans do that can change
    microclimates?
  • What was the climate like in the Garden of Eden?
  • What are some things that may have caused the Ice
    Age? Give two examples.
  • Why does the Earth have seasons?
  • Summer occurs for the hemisphere tilted
    ____________________ the sun.

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Health Unit
  • Lessons

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51
Health Unit
  • Lesson 1

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52
Teacher Adrinna Beltré Grade 5 Subject Health
  Lesson Emotions and Health CA Standard
Standard 4 Interpersonal Communication Use
effective communication skills to discuss with
parents, guardians, and other trusted adults the
changes that occur during puberty.  NAD
Standard Describe how personality,
relationships and self-concept affect mental and
emotional health Content Objective We will
explain how emotions affect health.   Language
Objective Students will be able to express their
feelings about emotions through writing.
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Sentence Frames   Growing up means.... The
hardest part of growing up is....  Orientation-co
nnecting prior knowledge/warm-up Read aloud to
the students The Feelings Book The Care and
Keeping of Your Emotions by Dr. Lynda
Madison. Demo Which Emotion? Purpose- to
provide students with an opportunity with an
opportunity to identity various human emotions.
Materials- index cards- 10 Procedure- Ask for
volunteers Have helpers come to the front of the
classroom. Explain that you are going to give
each helper an emotion card. on each card is
written the name of one emotion. The helper is
to look at the card and act out the emotion. The
other students are to guess which emotion is
begin acted out. Discuss with the students which
emotions were easiest and which were the most
difficult to identify.
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Presentation-PPT. Read Chapter in the book pp.
182-184.   Highly Structured Practice/Guided
Practice-- Answer questions on the PPT- Dealing
With Emotions   Independent Practice- Let me
change your mind worksheet (see end of PPT).
When you are finished upload your video to our
YouTube channel.   Assessment/Re-Teach- Quiz (see
PPT)   Closure- Go back to index cards and
answer again.   Differentiated Instruction/Univers
al Access ELLs Allow them to draw their
answers for the quiz. Work with a partner on the
worksheet if necessary. SP Ed. Alternate quiz
questions (answer orally) Non- Proficient
Instead of the independent practice, do the What
Am I Like Demo. Materials/Resources computer,
projector, index cards   Homework/Follow-Up
Thinking Map- Bubble based on emotional
health/decisions  
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Lesson 1 Presentation
  • Emotions and Health

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56
Emotions and Health
Image Nailia Schwarz from http//www.shutterstock
.com/pic.mhtml?id41378218
  • Did you know More than 100 nonverbal signals,
    including facial expression of anger and
    happiness are the same in all cultures?

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57
Emotions
Image http//addictivebehaviors.wordpress.com/201
1/04/13/more-on-emotion-regulation/
  • Emotions can affect your body
  • Learning to control ones emotions is important
    to health,
  • physically and socially.
  • The brain produces substances that can relieve
    pain or
  • make a person feel good.

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Dealing with Emotions
  • Some people find it difficult to handle their
    emotions.
  • Some people turn to drugs in an attempt to feel
    good. Bad decision!
  • If you learn positive ways of handling your
    emotions, it can improve your health and the
    health of those around you.

Image http//abovethelaw.com/wp-content/uploads/2
012/02/hugs-not-drugs.gif
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A boy on your team gets angry at you and yells
  • If you were this boys teammate, what are some
    ways you could respond to his anger?
  • by shouting back at him
  • by smiling
  • by a quiet joke
  • by offering to change places
  • by stating you are sorry

Image http//1.bp.blogspot.com/-tgHqDXFxL70/UVxqX
USbelI/AAAAAAAAFGs/IDz8Vl7fOu4/s200/fist-pump-baby
.jpeg
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Quiz- Lesson 1
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Bubble Map
Image http//bishsopsg.bluewavemedia.netdna-cdn.c
om/images/curriculum/thinking_maps/bubble-map.jpg
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62
Let Me Change Your Mind Worksheet
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References- Health Unit- Lesson 1
  • Slide 60 Discover Gods World- Supplemental
    Materials- Quiz 9 1-2, p. 213.
  • Image 62 Discover Gods World Supplemental
    Materials p. 218.
  • Image Credits Within the slides

64
Health Unit
  • Lesson 2

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65
Teacher Adrinna Beltré Grade 5 Subject Health
  Lesson Handling Stress CA Standard
Standard Use a decision-making process to
determine personal choices that promote personal,
environmental, and community health. NAD
Standard Define stress including its positive
and negative aspects and how stress relates to
decision making. Identify factors that influence
how friends are chosen and the impact of friends
on peer pressure Content Objective We will
learn what stress is.  Language Objective
Students will be able to write and post their
feelings about stress.
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  • Sentence Frames  
  • ? I know that ______is _______ because ______.
  • ? A _______adapts to ______by _______.
  • ? My observation is that _______because ________.
  • Orientation-connecting prior knowledge/warm-up
  • Read aloud to students
  • Me and Mr. Mah by Andrea Spalding
  • Demo Yep, Im Stressed
  • Purpose- to demonstrate that stress causes your
    mind to tire just as intense exercise causes
    muscles to tire.
  • Materials- tennis balls for everyone.
  • Procedure-
  • Hand out balls to each of the students. Have then
    quickly squeeze the balls and pause for two
    minutes continuously without resting.
  • Ask who was able to continue the longest?
  • Ask the helpers to describe how the muscles of
    their hands and arms let? Why?
  • Explain that the hands and arm become tire
    because of muscular tension. In a similar way
    prolonged periods of stress case the mind to
    become tires. Just as it felt food to the them
    to their hands relax and rest, it feels good to
    let our minds rest and relax.

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67
Presentation-Read Chapter in the book pp. 186-188
using the read and say something method
(cooperative groups).   Highly Structured
Practice/Guided Practice Answer the questions on
p. 188 in cooperative groups, then with the
class.   Independent Practice- Stressed Out or
What! worksheet (see end of PPT). When you are
finished, go to collaborize classroom and write
about what you have learned.   Assessment/Re-Teach
- Quiz- The Main Idea (see PPT)   Closure- Go
back to index cards and answer again.   Differenti
ated Instruction/Universal Access ELLs For the
Quiz, have the paragraphs read to them. Then
have them orally answer the questions. Or, allow
them to visually represent the information once
it has been read to them.
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SP Ed. Have them look at the How to Handle
Stress sheet on p. 188 and make a visual
representation of its components. Non-
Proficient Accept simple form answers for the
conclusion. Work with a partner. Materials/Resou
rces computer, projector, index
cards Homework/Follow-Up Thinking Map Double
Bubble Map to compare and contrast the negative
and positive ways to deal with stress.
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Stressed Out or What
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Double Bubble Map
Image http//www.docstoc.com/docs/3762718/Double-
Bubble-Map-Name-Double-Bubble-Map-for-Comparing-Si
milarities
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Quiz- Main Idea
72
References- Health Unit- Lesson 2
  • Slide 69 Discover Gods World- Supplemental
    Materials- 219.
  • Image 71 Discover Gods World Supplemental
    Materials p. 225.
  • Image Credits Within the slides

73
Health Unit
  • Field Trip

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74
Psychiatrist Office Visit
  • Field Trip Visit the office of Youth
    Psychiatrist. Interview him.
  • Have him give examples of cases hes worked on.
  • Students say how they would solve the problems.
  • Ask him questions about youth health.
  • Round table discussion with QA
  • Reflection on visit in written/picture/blog form
    when we return.

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75
Health Unit
  • Lesson 3

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76
Teacher Adrinna Beltré Grade 5 Subject Health
  Lesson Child Abuse CA Standard
Standard4.3.G Demonstrate refusal skills to
protect personal boundaries. NAD Standard Know
ways to seek assistance if worried, abused or
threatened Content Objective We will learn the
different types of child abuse. Language
Objective Students will read and write about
ways to protect themselves.
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77
  • Sentence Frames  
  • The more/less _______, the_______.
  • I notice that ____________ when ________.
  • I will tell someone if _________.
  • Orientation-connecting prior knowledge/warm-up
  • Read aloud to students chapter 2 Uncomfortable
    Secrets. A Children's Book That Will Help Prevent
    Child Sexual Abuse. It Teaches Children To Say No
    To Inappropiate Physical Contact, Understand
    Their Emotions And Recognize A Trustworthy Person
    To Talk To.
  • by Paulina Ponce, Stephanie Halfen

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78
  • Demo Broken Dolls
  • Purpose- To help students understand what abuse
    is.
  • Materials
  • Old doll in good condition
  • Old doll in poor condition
  • New doll
  • Procedure-
  • Display all of the dolls to the students and ask
    the following questions
  • How are the dolls different?
  • Why I the ragged doll is such bad shape?
  • What is the other old doll in such food shape?
  • Why is the new doll in such good condition?
  • Explain that abuse demonstrated by the ragged
    doll represents only physical abusehitting,
    throwing, cutting, etc.
  • Explain further that while physical abuse s one
    type of child abuse, children slugger from other
    type of abuse as well. As students to identify
    other type of abuse.
  • Explain to the students that just as the tagged
    doll did nothing to cause the abuse, it received,
    child abuse is never the childs fault. It is
    always the fault of the abuse.

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Presentation Go over objectives. Present
vocabulary for the chapter. Read Chapter in the
book pp. 190-193 as a class. Take notes on
vocabulary.   Highly Structured Practice/Guided
Practice Answer Review It questions.   Independe
nt Practice- Youve Got the Power! worksheet
(see end of PPT). Assessment/Re-Teach- Quiz-
(see PPT)   Closure- Go back to index cards and
answer again.   Differentiated Instruction/Univers
al Access ELLs For the Quiz, have the
paragraphs read to them. Then have them orally
answer the questions. Or, allow them to visually
represent the information once it has been read
to them.
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SP Ed. Re-teach the chapter to them using many
pictures and gestures. Have them type or draw
what they would do in a given abuse
situation. Non- Proficient Write or record on
tape recorder a story about how to handle abuse.
Upload to your wiki page. Materials/Resources
computer, internet, books, dolls Homework/Follow-
Up Make a T-Chart based on the information and
concepts from the chapter. See t-chart example
below. __________________________________________
__
81
Youve Got the Power
82
References- Health Unit- Lesson 3
  • Slide 69 Discover Gods World - Supplemental
    Materials - 219.
  • Image 71 Discover Gods World Supplemental
    Materials p. 225.
  • Image Credits Within the slides

83
Health Unit
  • Lesson 4

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84
Teacher Adrinna Beltré Grade 5 Subject Health
  Lesson CA Standard Standard4.3.G
Demonstrate refusal skills to protect personal
boundaries. NAD Standard Know ways to seek
assistance if worried, abused or
threatened Content Objective We will continue
to learn about Child Abuse and how to protect
against it. Language Objective Students will
write out suggestions about preventing child
abuse.
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85
  • Sentence Frames  
  • If I see __________ I will ________.
  • If an adult __________ I will ________.
  • The best way to defend myself is to ___________.
  • Orientation-connecting prior knowledge/warm-up
  • Read aloud to students chapter 2 of
    Uncomfortable Secrets. A Children's Book That
    Will Help Prevent Child Sexual Abuse. It Teaches
    Children To Say No To Inappropiate Physical
    Contact, Understand Their Emotions And Recognize
    A Trustworthy Person To Talk To.
  • by Paulina Ponce, Stephanie Halfen
  • Review what we learned about the different types
    of abuse by playing Password.
  • Each student choose one of the concepts that we
    presented on the password board and make a bubble
    map based on it.

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86
Bubble Map
Image Image http//bishsopsg.bluewavemedia.netdn
a-cdn.com/images/curriculum/thinking_maps/bubble-m
ap.jpg
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87
Presentation Students share what they learned
yesterday by going on collaborizeclassroom and
posting a series of posts.   Highly Structured
Practice/Guided Practice Make up skits in
cooperative groups based on their reflections on
collaborize.   Independent Practice- In
Cooperative Groups design and implement a
bulletin board for the school about abuse and how
to protect yourself from abuse.   Closure- Take
pictures of the board, and make a video for
YouTube about abuse.   Differentiated
Instruction/Universal Access ELLs Monitor
closely. Have these students choose which part
of the bulletin board they would like to do the
writing, researching, making pictures, or cutting
out/hanging on the board.
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88
SP Ed. for the collaborize assignment, have them
draw pictures instead of writing, or have them
create a quick story to tell that shows what the
stories are about. Non- Proficient Depending on
the strength of this person, have them to oversee
the production of the bulletin board. Less
content on collaborize. Materials/Resources
computer, internet, bulletin board
materials. Homework/Follow-Up Present what you
have learned to another class in your groups.
Should be 2-3 minutes long. Bring visuals
teaching aids (at least 2), and be ready to
answer questions.
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89
Health Unit
  • Exam

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90
Exam p. 1
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91
Exam p. 2
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92
References- Health Unit- Exam
  • Slide 91 Discover Gods World- Supplemental
    Materials- 229
  • Image 92 Discover Gods World Supplemental
    Materials p. 230

93
Physical Education Unit
  • Lesson

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94
PE Unit
  • Lesson 1

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95
Teacher Adrinna Beltré Grade 5/6 Subject 
PE   Lesson NEWSTART Principals    CA Standard
STANDARD 4 Students demonstrate knowledge of
physical fitness concepts, principles, and
strategies to improve health and
performance.    NAD Standard Fifth/sixth PE
Incorporate into ones lifestyle the principles
that promote health nutrition, exercise, water,
sunlight, temperance, air, rest, trust in
God   Content Objective We will learn about the
8 laws of health and how they help students to
live a healthier lifestyle.   Language Objective
Students will be able to demonstrate through
writing their knowledge of the eight laws of
health.  
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96
Sentence Frame  _____is one of the basic needs
of all living things because __________.   Questio
ning Closure activity Checking for
Understanding During PPT/ monitoring/Quiz/Letter
Student Engagement/Interactive Learning act out
NEWSTART principals, Mac usage for research Oral
Language Opportunities During PPT Orientation-Ch
oose students to act out the principals of
NEWSTART. Have other students identify what each
concept is. Presentation- PPT on the aspects of
NEWSTART. Students take notes to put in their
portfolios. Highly Structured Practice/ Guided
Practice- Questions within the power point about
the students knowledge of what weve just
learned about.
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Independent Practice- Students go online and find
examples of NEWSTART in real life. That is, find
an example of how NEWSTART can be incorporated
into everyday life. Type a list of them.
Assessment/Re-Teach- Quiz tomorrow. The
students will be given an Brace Thinking Map of
the acronym NEWSTART. They will fill in what
each letter stands for and a brief description.
Closure- Students will go to collaborizeclassroo
m.com to journal about how you will incorporate
these lifestyle principals into your life.
Differentiated Instruction/Universal Access
ELLs Have these students draw the independent
practice. SP Ed. Have a partner with these
students. Partner reads aloud the content. Sp.
Ed student will verbally give answers. Non-
Proficient Instead of typing the paper these
students can write it or draw pictures.
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98
Brace Thinking Map
Image http//schools.tpsd.org/lpe/Thinking20maps
/scan0009.jpg
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99
Materials/Resources Internet, computers, PPT
Homework/Follow-Up Write a letter to a family
member about how they might incorporate the 8
laws of health into their life and why its a
good idea to do so. I will send the letter to
the family member.
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