My favorite accomplishments
Class: Grade Four ELA
Time:11:35a.m. Duration: 1 hour
Date: October 8, 2009
Rain Sizes
Goal (What do I want to do):
- Show the students how the way of reading a poem can affect the level of interest.
- Have the students relate the poem to what they already know
- Have the students complete a written part of a poem
Introduction (How am I going to do it):
- As the students walk into class ask 6 of them to go sit at the back table.
- The teacher will pass out the student handout (see attached paper).
- Tell the students to look at the poem and follow along as the teacher reads the poem. It is important to start reading the poem quietly and raise your voice the further you go along.
- Have the students listen to the different words (Feelings and sound).
- As a whole class, read the poem. Make sure that the students know to get louder as the poem goes on. This way it is easier to get a real feeling.
Development:
- The students will be split into their groups and assigned a verse. Each group will have a secretary, to write, a chair, to make sure everyone talks and someone to keep them on track.
- The students will have to come up with a skit or a rap song for their verse. They will be given 10-15 minutes to work on it before sharing in front of the class.
- Have the students show the class what they came up with.
- Each group now has to come up with a title for the poem. Make sure it makes sense; you are not going to title it Snow when it is talking about rain. They will have 2 minutes to come up with one before sharing it with the class.
- Talk about the real title, Rain Sizes. Why do you think the author chose that? The poem is about the storm getting bigger and bigger.
- Independently they have to write the next verse or change one that is already written.
- When they have finished their verse, they can pick one line from the poem and illustrate it in the given box.
Conclusion:
- Finish by sharing some of or all of the made up verses by the students.
Time:11:35a.m. Duration: 1 hour
Date: October 8, 2009
Rain Sizes
Goal (What do I want to do):
- Show the students how the way of reading a poem can affect the level of interest.
- Have the students relate the poem to what they already know
- Have the students complete a written part of a poem
Introduction (How am I going to do it):
- As the students walk into class ask 6 of them to go sit at the back table.
- The teacher will pass out the student handout (see attached paper).
- Tell the students to look at the poem and follow along as the teacher reads the poem. It is important to start reading the poem quietly and raise your voice the further you go along.
- Have the students listen to the different words (Feelings and sound).
- As a whole class, read the poem. Make sure that the students know to get louder as the poem goes on. This way it is easier to get a real feeling.
Development:
- The students will be split into their groups and assigned a verse. Each group will have a secretary, to write, a chair, to make sure everyone talks and someone to keep them on track.
- The students will have to come up with a skit or a rap song for their verse. They will be given 10-15 minutes to work on it before sharing in front of the class.
- Have the students show the class what they came up with.
- Each group now has to come up with a title for the poem. Make sure it makes sense; you are not going to title it Snow when it is talking about rain. They will have 2 minutes to come up with one before sharing it with the class.
- Talk about the real title, Rain Sizes. Why do you think the author chose that? The poem is about the storm getting bigger and bigger.
- Independently they have to write the next verse or change one that is already written.
- When they have finished their verse, they can pick one line from the poem and illustrate it in the given box.
Conclusion:
- Finish by sharing some of or all of the made up verses by the students.
Water Cycle
Grade 3 – Science Time: 2:05 p.m. Duration: 30-45 minutes
Goal (What do I want to do?):
- The students should able to relate the term water to different aspects of their lives.
o They should be able to discuss the different things that they use water for in their everyday life. It is important that the students know how often they use water; for laundry, drinking, bathing, cooking etc.
- The students should understand that water is a renewable resource.
o The students must be able to understand that water is a renewable resource, meaning it can continuously replenish itself naturally, faster than the rate at which it is used.
- The students are expected to understand the water cycle and how it works.
o They must be able to explain the stages of the water cycle and what each step does. Evaporation, allows water vapour to rise into the atmosphere before condensing into a rain cloud and precipitating back down into the lakes and oceans to accumulate again.
Introduction (How am i going to do it?):
Engage the students:
- Remind the students about the topic water and the words we had thought about last week that were related to the word “water”.
o The students will be asked to make small groups of two or three to try and write down as many ideas as possible. They will have 5 minutes to come up with their ideas before coming back together as a class.
- Once the students have written down some ideas of the use of water in everyday life, a chart will be made on the black board for everyone to see.
o Necessary things and things for fun would be the categories for the class.
Explain to the students:
- It is important that the students know that water is a renewable resource which is why we can use for so many things in life. A resource is something that is found that can be used to help once it is found. Water is a natural resource; it is found in nature and reproduces on it its own. Humans to not aid in renewing it.
o Ask the students if they know “How?” the water renews itself. They will have one minute to think about it before giving some guesses to the class.
o Make sure to ask the class if there are any comments or questions so far.
Development:
Explore with the students:
Activity-
- Each student will be given a dish with water and a cotton ball. The water is to represent the lakes, oceans any water source. The cotton ball is to represent a cloud and the lights in the class represent the sun.
o Ask the students to hold the cotton ball and pretend it is a cloud. Is it light or heavy?
§ Light, because there is nothing inside it right now.
o Explain to them that the sun makes the water that had accumulated in the lakes and oceans evaporate. Meaning the water which is a liquid changes into a gas, water vapour, it is the same thing when you boil a kettle, the steam that comes out is water vapour.
§ Ask if anyone has questions.
o Have them understand that the sun makes the water rise into the sky before making them place the cotton ball over the water and watching it fill up with water.
§ Explain that the air gets colder the higher you rise into the sky, which makes the water vapour change into water droplets which forms the cloud. It condenses back to water as a liquid.
§ Ask them what they think will happen once there is too much water drops inside.
o Ask them to pick up the cotton ball (cloud) and see what happens, how does the cotton ball feel now?
§ Make sure that everyone can see water dripping down and that it is heavier than before.
§ Ask them why they think the water is dripping. The clouds can only hold so much water before it will precipitate (rain).
- Ask the class if there are any questions.
Conclusion:
Evaluate:
- The students will be given a handout (see attached paper) where they are expected to label the steps for the water cycle and give a brief definition for each step.
Grade 3 – Science Time: 2:05 p.m. Duration: 30-45 minutes
Goal (What do I want to do?):
- The students should able to relate the term water to different aspects of their lives.
o They should be able to discuss the different things that they use water for in their everyday life. It is important that the students know how often they use water; for laundry, drinking, bathing, cooking etc.
- The students should understand that water is a renewable resource.
o The students must be able to understand that water is a renewable resource, meaning it can continuously replenish itself naturally, faster than the rate at which it is used.
- The students are expected to understand the water cycle and how it works.
o They must be able to explain the stages of the water cycle and what each step does. Evaporation, allows water vapour to rise into the atmosphere before condensing into a rain cloud and precipitating back down into the lakes and oceans to accumulate again.
Introduction (How am i going to do it?):
Engage the students:
- Remind the students about the topic water and the words we had thought about last week that were related to the word “water”.
o The students will be asked to make small groups of two or three to try and write down as many ideas as possible. They will have 5 minutes to come up with their ideas before coming back together as a class.
- Once the students have written down some ideas of the use of water in everyday life, a chart will be made on the black board for everyone to see.
o Necessary things and things for fun would be the categories for the class.
Explain to the students:
- It is important that the students know that water is a renewable resource which is why we can use for so many things in life. A resource is something that is found that can be used to help once it is found. Water is a natural resource; it is found in nature and reproduces on it its own. Humans to not aid in renewing it.
o Ask the students if they know “How?” the water renews itself. They will have one minute to think about it before giving some guesses to the class.
o Make sure to ask the class if there are any comments or questions so far.
Development:
Explore with the students:
Activity-
- Each student will be given a dish with water and a cotton ball. The water is to represent the lakes, oceans any water source. The cotton ball is to represent a cloud and the lights in the class represent the sun.
o Ask the students to hold the cotton ball and pretend it is a cloud. Is it light or heavy?
§ Light, because there is nothing inside it right now.
o Explain to them that the sun makes the water that had accumulated in the lakes and oceans evaporate. Meaning the water which is a liquid changes into a gas, water vapour, it is the same thing when you boil a kettle, the steam that comes out is water vapour.
§ Ask if anyone has questions.
o Have them understand that the sun makes the water rise into the sky before making them place the cotton ball over the water and watching it fill up with water.
§ Explain that the air gets colder the higher you rise into the sky, which makes the water vapour change into water droplets which forms the cloud. It condenses back to water as a liquid.
§ Ask them what they think will happen once there is too much water drops inside.
o Ask them to pick up the cotton ball (cloud) and see what happens, how does the cotton ball feel now?
§ Make sure that everyone can see water dripping down and that it is heavier than before.
§ Ask them why they think the water is dripping. The clouds can only hold so much water before it will precipitate (rain).
- Ask the class if there are any questions.
Conclusion:
Evaluate:
- The students will be given a handout (see attached paper) where they are expected to label the steps for the water cycle and give a brief definition for each step.
Date: October 22, 2009
Class: Science Grade 4/5
Time: 10:15 a.m. – 11:15 a.m.
Topic: Density
Materials for science experiment:
- Corn syrup
- Water
- Salt
- Soap
- Vegetable oil
- Cups
- Staples
- Chocolate chips
- Oats
- Food coloring
- Spoons
- Napkins
- Plates
What I want to do:
- The students will understand that you need the mass and the volume of matter in order to determine its density using the formula d=m/v.
- The students will see how the different liquids have different densities, allowing them to sit on top of one another.
- The students will see that by placing an object in the liquids some will stay on top of them while others sink. Showing that solids also have densities that may be higher or lower than a liquid.
- The students will see that by adding more density to the liquid it will change where it sits on the others. If it becomes more dense it will lower itself.
Introduction: (how am I going to do it)
- Remind the students that we were looking at properties of matter.
- This time we are looking at density.
- Explain what density is: in order to find out some things density you need to know the mass and volume. Using a math formula you can it, d=m/v.
- Essentially density is the measurement of how tightly packed the molecules and atoms are. The more compact they are the more dense the object is going to be. The less compact then the object is going to be less dense.
- Have the students read the paragraph as a class. Let them take turns reading.
- Answer the questions that follow.
Development:
- Have them open their books to the experiment section.
- Remind them not to do anything until they are told. Some things have to be done in a specific order.
- Make sure that everyone has a cup with corn syrup in the bottom.
- Take the spoon and put some soap into the cup. Look at what is happening.
- Take the spoon and put some water into the cup. Look at what is happening.
- Take the spoon and put some oil into the cup. Look at what happens.
- At the same time the teacher should be walking around to make sure everyone is doing it properly.
- Ask what happened, and why? Which liquid is the most dense? Least dense?
- Have them write the answer.
- Experiment 2. Put palm over the glass and flip it. Look at what happens. Why?
- Experiment 3. Take the staple, the chocolate chip, the oats put it in the cup.
- Look at what happens. Take your time.
- Ask what is happening. Why is it happening?
- Experiment 4. Put a pinch of salt into the top. Look at what happens. Why?
Conclusion:
- Have them put all the cups, plates and napkins in the garbage.
- Put the covers back on the containers and place them on the back table.
- Put their duotangs away and line up for recess.
Class: Science Grade 4/5
Time: 10:15 a.m. – 11:15 a.m.
Topic: Density
Materials for science experiment:
- Corn syrup
- Water
- Salt
- Soap
- Vegetable oil
- Cups
- Staples
- Chocolate chips
- Oats
- Food coloring
- Spoons
- Napkins
- Plates
What I want to do:
- The students will understand that you need the mass and the volume of matter in order to determine its density using the formula d=m/v.
- The students will see how the different liquids have different densities, allowing them to sit on top of one another.
- The students will see that by placing an object in the liquids some will stay on top of them while others sink. Showing that solids also have densities that may be higher or lower than a liquid.
- The students will see that by adding more density to the liquid it will change where it sits on the others. If it becomes more dense it will lower itself.
Introduction: (how am I going to do it)
- Remind the students that we were looking at properties of matter.
- This time we are looking at density.
- Explain what density is: in order to find out some things density you need to know the mass and volume. Using a math formula you can it, d=m/v.
- Essentially density is the measurement of how tightly packed the molecules and atoms are. The more compact they are the more dense the object is going to be. The less compact then the object is going to be less dense.
- Have the students read the paragraph as a class. Let them take turns reading.
- Answer the questions that follow.
Development:
- Have them open their books to the experiment section.
- Remind them not to do anything until they are told. Some things have to be done in a specific order.
- Make sure that everyone has a cup with corn syrup in the bottom.
- Take the spoon and put some soap into the cup. Look at what is happening.
- Take the spoon and put some water into the cup. Look at what is happening.
- Take the spoon and put some oil into the cup. Look at what happens.
- At the same time the teacher should be walking around to make sure everyone is doing it properly.
- Ask what happened, and why? Which liquid is the most dense? Least dense?
- Have them write the answer.
- Experiment 2. Put palm over the glass and flip it. Look at what happens. Why?
- Experiment 3. Take the staple, the chocolate chip, the oats put it in the cup.
- Look at what happens. Take your time.
- Ask what is happening. Why is it happening?
- Experiment 4. Put a pinch of salt into the top. Look at what happens. Why?
Conclusion:
- Have them put all the cups, plates and napkins in the garbage.
- Put the covers back on the containers and place them on the back table.
- Put their duotangs away and line up for recess.
