science lesson plans discover god’s world adrinna d. beltré- spring 2013

Science Lesson Plans Discover God’s World

Adrinna D. Beltré- Spring 2013

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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!

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

Lessons

Science Unit

Back to Table of Contents

Lesson 1

Science Unit


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


Language Objective: I will explain air pressure, describe how it is measured, and explain how air pressure affects weather in writing.

Sentence Frames:

1. I can predict that ______because _____.

2. I wonder what would happen if _____.

3. 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!


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.


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.


Lab rubric

Excellent Good Needs Improvement

Completed all aspects of the assignment

Answered all questions thoroughly

Showed evidence of learning

Cooperated well in group


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?


Bubble Thinking Map


*Closure-watch YouTube video: http://www.YouTube.com/watch?v=fqdex5ER6kA to illustrate and show real life situation (stop at 2:38).

Differentiated Instruction/Universal Access: ELL’s: 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.


References- Science Unit Lesson 1 • Lab Rubric- Adrinna D. Beltré (Creator)

• Bubble Thinking Map: http://www.irvingisd.net/staffdev/images/thinkingmaps/map3.gif

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http://www.irvingisd.net/staffdev/images/thinkingmaps/map3.gif

http://www.irvingisd.net/staffdev/images/thinkingmaps/map3.gif

Science Unit

Lesson 2


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.


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-connecting 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.


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.


*Closure- short video on weather: http://www.YouTube.com/watch?v=x2ZAYPGz7bs Differentiated Instruction/Universal Access/ELL’s: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/Resources: 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.


Multi-Flow Thinking Map


References- Science Unit Lesson 2• Multi- Thinking Map:

http://mcmillingate.edublogs.org/files/2010/12/MultiFlowMap-1u469xy.jpg

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Science Unit

Lesson 3


Teacher: Adrinna Beltré Grade: 5Subject: 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 _____.


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 BreenDEMO-It’s Only Average on p. 420. •Purpose- Show students that climate is the average of each day’s 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.


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)


*Closure- http://www.YouTube.com/watch?v=CCXC1tOCB0I Silly video about weather and climate.

Differentiated Instruction/Universal Access: ELL’s: 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?


References- Science Unit Lesson 3• Venn Diagram:

http://www.math-aids.com/images/Venn-Diagram-Graphic.png

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Science Unit

Lesson 4


Teacher: Adrinna Beltre Grade: 5Subject: 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 practiceChecking for Understanding: PPT/AssessmentStudent Engagement/Interactive Learning: DEMOOral Language Opportunities: Closure


Orientation-connecting prior knowledge/warm-up: *Read aloud the book 10 Things I Can Do to Help My World by Melanie WalshDEMO: Shippin’ OutPurpose- to have the students think about changes in climateMaterials- none neededProcedure: 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)


Changing Climates

Objectives:

describe the factors that make and change climate patterns

explain how sin altered Earth’s climate

Describe the climatic factors that caused the Ice Age.

Vocabulary: microclimate


Image: http://simonarich.com/image-files/the-storm.jpg

Microclimatesclimates don’t usually change because

they cover large areas

microclimates- small parts of the climate are changed

when people build large citieswhen people build large cities

pave thousands of acres of groundpave thousands of acres of ground

cut down forestscut down forests

build large reservoirsbuild large reservoirs

Affects:

pollute the airpollute the air

warmer weatherwarmer weather

fewer green plants fewer green plants

more flooding more flooding


Image: http://thegeographyofblackwood.wikispaces.com/Yr+7+Assessment+Tasks

Eden Antediluvian climate very different than today

Evidence shows that things grew to be much bigger After flood, climate changed


Image: http://www.smscs.com/photo/tropical_beach_images/21.html

Ice AgeBecause of the flood, climate changed

Size of oceans increased Volcanoes spewed ash into the climate

These changes caused Ice Age


Image: http://blogs.agu.org/geospace/files/2012/12/Glacier-1024x574.jpg

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

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 they’ve learned. Then they can, as a group, present a visual representation to the class of what they’ve learned.


Differentiated Instruction/Universal Access: ELL’s: 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.


References- Science Unit Lesson 4• Slide #38: Discover God’s World (Science Book)

Chapter 20, Lesson 2- Class Activity

• Image Credits: Within the slides

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Science Unit

Lesson 5


Teacher: Adrinna BeltréGrade: 5Subject: Science Lesson: Earth’s 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 Earth’s 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 _______.


Questioning- Assessment/Closure Checking for Understanding- AssessmentsStudent Engagement/Interactive Learning- Demo, Oral Language Opportunities- Guided Practice/Demo

Orientation-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 sun’s rays has a great effect on their ability to warm Earth. Materials- magnifying lens, paper Proceduretake students outside to a sunny placeuse magnifying glass to focus the sun’s rays onto the paper so that the sunlight is somewhat concentrated on the paper but not enough to burn the paper. note what happens


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 vocabularyObjectives 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).


Assessment- Quiz: Answer these two questions using a Bubble Thinking Map What causes Earth’s seasons?What is the difference between the solstice and the equinox? *Closure- Do an activity page from Brain Pop. Differentiated Instruction/Universal Access: ELL’s: 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.


Science Unit

Field Trip


KSBY Studios

San Luis Obispo, CASan Luis Obispo, CA

Students will tour the facilityStudents will tour the facility

Students will meet with the meteorologists at the stationStudents will meet with the meteorologists at the station

Meteorologists will give students a lesson about weather, air Meteorologists will give students a lesson about weather, air pressure, climate, etc. pressure, climate, etc.

Students will be able to experience working with the Students will be able to experience working with the ““Green Green ScreenScreen”” technology technology

Students will interview the meteorologists in a sit-down panelStudents will interview the meteorologists in a sit-down panel

Students will journal about what they have learned at the Students will journal about what they have learned at the station.station.


Summative Assessment

Science Unit


Templeton Hills Adventist SchoolTeacher: Adrinna BeltreClass: 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. •Winter occurs for the hemisphere tilted ______________________ the sun. • Draw a diagram of the Earth’s seasons. Show the Earth’s Seasons in the Northern Hemisphere in the four positions of summer, fall, winter, and spring.


Lessons

Health Unit


Lesson 1

Health Unit


Teacher: Adrinna BeltréGrade: 5Subject: Health Lesson: Emotions and Health

CA Standard: Standard 4: Interpersonal CommunicationUse 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.


Sentence Frames: Growing up means....The hardest part of growing up is....

Orientation-connecting prior knowledge/warm-upRead 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- 10Procedure- Ask for volunteersHave 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.


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/Universal Access: ELL’s: 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


Lesson 1 Presentation

Emotions and Health


Emotions and HealthDid you know: More than 100 nonverbal signals, including facial expression of anger and happiness are the same in all cultures?


Image: Nailia Schwarz from http://www.shutterstock.com/pic.mhtml?id=41378218

EmotionsEmotions can affect your body

Learning to control one’s emotions is important to health, physically and socially.

The brain produces substances that can relieve pain or make a person feel good.


Image: http://addictivebehaviors.wordpress.com/2011/04/13/more-on-emotion-regulation/

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/2012/02/hugs-not-drugs.gif

A boy on your team gets angry at

you and yells:If you were this boy’s 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/UVxqXUSbelI/AAAAAAAAFGs/IDz8Vl7fOu4/s200/fist-pump-baby.jpeg

Quiz- Lesson 1


Bubble Map


Image: http://bishsopsg.bluewavemedia.netdna-cdn.com/images/curriculum/thinking_maps/bubble-map.jpg

Let Me Change Your Mind Worksheet


References- Health Unit- Lesson 1 • Slide #60: Discover God’s World- Supplemental

Materials- Quiz 9: 1-2, p. 213.

• Image #62: Discover God’s World – Supplemental Materials p. 218.


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Lesson 2

Health Unit


Teacher: Adrinna BeltréGrade: 5Subject: 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.


Sentence Frames: I know that ______is _______ because ______. A _______adapts to ______by _______. My observation is that _______because ________.

Orientation-connecting prior knowledge/warm-upRead aloud to students: Me and Mr. Mah by Andrea Spalding

Demo: Yep, I’m StressedPurpose- 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.


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. Differentiated Instruction/Universal Access: ELL’s: 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.


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/Resources: 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.


Stressed Out or What


Double Bubble Map

Back to Table of Contents Image: http://www.docstoc.com/docs/3762718/Double-Bubble-Map-Name-Double-Bubble-Map-for-Comparing-Similarities

Quiz- Main Idea

References- Health Unit- Lesson 2 • Slide #69: Discover God’s World- Supplemental

Materials- 219.



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Field Trip

Health Unit


Psychiatrist Office Visit

Field Trip: Visit the office of Youth Psychiatrist. Interview him.

Have him give examples of cases he’s worked on.

Students say how they would solve the problems.

Ask him questions about youth health.

Round table discussion with Q&A

Reflection on visit in written/picture/blog form when we return.


Lesson 3

Health Unit


Teacher: Adrinna BeltréGrade: 5Subject: 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.


Sentence Frames: 1.The more/less _______, the_______.2.I notice that ____________ when ________.3.I will tell someone if _________.

Orientation-connecting prior knowledge/warm-upRead 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


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 abuse—hitting, 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 child’s fault. It is always the fault of the abuse.


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. Independent Practice- “You’ve 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/Universal Access: ELL’s: 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.


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.

____________________________________________

You’ve Got the Power

References- Health Unit- Lesson 3 • Slide #69: Discover God’s World -

Supplemental Materials - 219.



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Lesson 4

Health Unit


Teacher: Adrinna BeltréGrade: 5Subject: 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.


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.


Bubble Map

Back to Table of Contents Image: Image: http://bishsopsg.bluewavemedia.netdna-cdn.com/images/curriculum/thinking_maps/bubble-map.jpg

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: ELL’s: 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.


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.


Health Unit

Exam


Exam: p. 1


Exam: p. 2


References- Health Unit- Exam • Slide #91: Discover God’s World-

Supplemental Materials- 229

• Image 92#: Discover God’s World – Supplemental Materials p. 230

92

Lesson

Physical Education Unit


PE Unit

Lesson 1


Teacher: Adrinna BeltréGrade: 5/6Subject: PE Lesson: NEWSTART Principals CA Standard: STANDARD 4Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. NAD Standard: Fifth/sixth PE: Incorporate into one’s 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.


Sentence Frame: _____is one of the basic needs of all living things because __________. Questioning: Closure activityChecking for Understanding: During PPT/ monitoring/Quiz/LetterStudent Engagement/Interactive Learning: act out NEWSTART principals, Mac usage for researchOral Language Opportunities: During PPT

Orientation-Choose 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 we’ve just learned about.


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 collaborizeclassroom.com to journal about how you will incorporate these lifestyle principals into your life. Differentiated Instruction/Universal Access: ELL’s: 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.


Brace Thinking Map

Back to Table of Contents Image: http://schools.tpsd.org/lpe/Thinking%20maps/scan0009.jpg

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 it’s a good idea to do so. I will send the letter to the family member.


science lesson plans discover god’s world adrinna d. beltré- spring 2013

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