Category: Content Text

We want students to understand that there are lots of texts available to help them learn about interesting concepts. You will need to select a very particular curricular topic (use the TEKS), and identify one critical text that you would use in teaching that particular content On the blog, you will post the title, author, a brief summary, and an instructional strategy you would use with the each text when teaching these particular concept.

Greater Than, Less Than, & Equal To Song

Grade Level: 2nd

Content Area: Mathematics

TEK: 2.1 (C), use place value to compare and order whole numbers to 999 and record the comparisons using numbers and symbols (<, =, >)

Video Link: UMIGO-Greater Than Less Than

Summary:

In the video,   UMIGO-Greater Than Less Than, by UMIGO LLC teaches students about the greater than less than and equal to symbols. The greater than symbol sings a song that teaches students what its front and back mean. I found this video through TedEd and “flipped” it from a youtube video to a TedEd video.  The greater than symbol teaches through song saying, “my face looks at greater, my rear points to less”. The video contains many inciting visuals and it offers many images of greater than, less than, and equal to problems. The video reinforces the use of the greater than and less than symbols.

Instructional Strategies:

While you are watching the video with your class, I recommend you pause the video periodically after the symbol sings the words, “my face looks at greater, my rear points to less”, and have students use the song to help them solve greater than, less than, and equal to questions. I suggest you have the students get up and sing the verse, “my face looks at greater, my rear points to less” or “equals sign, when he is between two things, you know they are the same”, before they give an answer to the question on the board.

Another instructional strategy that I think would be useful with this video would be to role play, somewhat like a brain break during the video. I suggest you call students up to the front and assign them a numerical value. “Johnny you will be 9999, Sarah you will be a 410”. Call another student up and tell them that they will be our greater than, less than symbol–“Luke you will be our greater than, less than symbol”. Have all the students sing, “my face looks at greater, my rear points to less”, and then have Luke face the greater number. Have the whole class read the problem. “Nine hundred nine is greater than four hundred ten” or “four hundred ten is less than nine hundred nine.” You can use the same set up for equals to but have them sing “equals sign, when he is between two things, you know they are the same”.

These two strategies will be helpful because they use rhythm to reinforce symbol use and meaning. They are also helpful because they encourage students to move and use their bodies in mathematics. This use of connecting knowledge to song and movement will help your students convert the knowledge of greater than, less than, and equals to to their long term memory.

One is one…or is it? Approaching Mathematics Through Digital Text

This video is called “One is One…Or is it?” and was created by an educator named Christopher Danielson. I found this text on the TED-ED website. This website provides mini-lessons on all topics you can think about. The nifty part is the videos can be “flipped” to better fit your teaching needs! These innovative lessons online allow educators to get in touch with thousands of other minds in order to collaborate to create great teaching opportunities for our learners. From real-world math to the fine arts, this website has it all. Not only do you get a great lesson video but there are resources attached to each lesson that help extend thinking beyond just watching and absorbing. These extension features called “Think” and “Dig Deeper” give educators some ideas on how to make the information comprehensible for students, and how to take that thinking one step further.

The Mathematics video I chose is about the number one as a unit. “One bag of apples, one apple, one slice of apple,” which one of these is one? The lesson takes students through an animated lesson on partitioned and composed units and the importance of understanding how we see these numbers. In order to help students grasp this material I wanted to have them work on the comprehension strategies; making connections, questioning and visualizing, as well as asking investigative questions to help identify main idea.

As students watch the movie there are breaks that occur several times. The students have about a minute or longer to think about what they saw and record their questions, pictures or how the information reminded them of something they have learned before. Then the teacher asks a question about the main idea covered in that segment. Students should have a few minutes to record their thoughts and answers. At the end of the video all of those mini-connections should come together to make new understanding about the concept as a whole! Students should work in small groups to discuss their thoughts and notes on the Danielson video. Have students record their discussions on a poster paper to share with the class or in their individual notebooks to keep for later use.

By the end of the lesson your class should have a better understanding for the concept of units and the ambiguity of the concept of “one.” For complex topics such as this, that might frustrate students in a lecture, we can use digital texts to make the ideas easily accessible. Digital texts such like the TED-ED video caters best to  visual and auditory learners  and expands the literacy development of all students in the classroom. For a more in-depth view of this lesson and how it can be modified, check out the lesson plan I created to incorporate Christopher Danileson’s digital text in the mathematics classroom!

Digital Text Lesson Plan

 

 

3rd Grade Social Studies

Grade: 3rd
Concept: Social Studies

TEKS:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.

(7) Geography. The student understands the concept of regions. The student is expected to:

(B) identify, locate, and compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their landforms, climate, and vegetation; and

(C) compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains) with regions of the United States and other parts of the world.

www.youtube.com/watch?v=LZyXSksHqho

Summary:
This is a song/video is a great way to learn about the different regions of the United States. It shows different images of each region. It shows and tells them where each one is and can be very catchy.

Instructional Strategy:
I think this is a great song for students in 3rd grade. It is something different and can be very helpful in learning. I think a map of the United states should be big and visible for the class to see when playing this video. I think after the regions are taught, you should show the video. Once you show the video, you should go over the regions again. Once they see the map and review, play the song/video again. The song can be easy to learn and I think it’ll make this lesson more fun to learn.

Telling Time

Grade Level: First
Content Area: Mathematics
TEKS: 111.3(b)(7)(E) tell time to the hour and half hour using analog and digital clocks.

Summary: This video teaches an instructor a rhyme or chant titled The Clock Song and shows how to teach and sing it with students. In the video, the presenter uses a clock manipulative as he chants the song. The song goes over rhymes for ways to remember whether the minute hand is pointing at each of the following times: o’clock, :15, :30, and :45. It includes both the number names and “half past” terms to help students also remember which are connected with each other.

Instructional Strategy:
I noticed that the first grade students in my classroom had an especially hard time once the half hour was introduced to them after learning to tell time on the hour. I feel as though they would have benefited from learning this rhyme to use along with their clock manipulatives when approaching the task of telling time on the hour combined with on the half hour. As a teacher, it might be difficult to aide students in remember the connections between :30 and calling that a “half hour” as students continue to try to grasp the concept of time and fractions. Therefore, if you teach them a memory aide, they might have an easier time remembering it at first until they get the larger concept and the reasons behind the names as they continue to grow in their understanding of deeper math concepts. I feel as though my students would have definitely benefited in being provided with a way to remember what time it was when the minute hand was pointing in a certain direction.

Metamorphosis

Content Area: Science with Art component

Grade: Pre-K

TEA Pre-Kindergarten Guidelines:

VI.B.2. Child describes life cycles of organisms. The child: observes, records, and discusses the stage of the life cycle of an organism (baby, dog, cat, and chicken)

VI.B.3. Child recognizes, observes, and discusses the relationship of organisms to their environments. The child: discusses how animals and humans depend on plants (birds eat seeds, cows eat grass, and humans eat vegetables.), observes, discusses, and records living organisms (spiders, insects, worms, snails, birds) in their natural environments to learn about their habits.

VIII.A.1 Child uses a variety of art materials and activities for sensory experience and exploration. The child: investigates with a variety of materials (crayons, paint, clay, markers.) selects a variety of materials in the art center for exploration (painting with cotton swabs on paper,) comments on colors, shapes, space, textures, and objects in the environment.

VIII.A.2. Child uses art as a form of creative self-expression and representation. The child: uses a variety of materials to create art forms.

The Very Hungry Caterpillar by Eric Carle

Summary:

A children’s picture book that tells the story of a caterpillar’s life. The caterpillar is seen hatching from and egg, consuming enormous quantities of food, spinning a cocoon staying in it for two weeks and later emerging as a beautiful butterfly.

I chose to create a lesson on a butterfly’s life cycle. I believe it is important to understand the changes that any living goes through. Due to a Pre-K student’s nature, I chose to incorporate art aspects as well in order to keep them interested and tap into their kinesthetic and visual learning styles. As an activity I would have the students create their own caterpillars using egg cartons, paint, and pipe cleaners. Afterwards I would have the students use construction paper to create a small number of food items for the caterpillar to eat. Afterwards, I would have the students use tissue paper and glue to create the wings of the new butterfly. A great addition to this lesson would be to have a butterfly terrarium in the classroom. This way the students could witness a caterpillar’s journey to become a butterfly first hand.

Sources: http://www.scholastic.com/teachers/lesson-plan/very-hungry-caterpillar-activity-plan

Hayley Boardman

Grade: 6th
Concept: Social Studies

TEKS:
(11) Government. The student understands the concepts of limited and unlimited governments. The student is expected to:
(C) identify reasons for limiting the power of government

http://www.teachertube.com/viewVideo.php?video_id=144591

Summary:
This link is to a poppular School House Rock song “I’m Just a Bill.” It is a catchy and fun way to learn about the legislative process and the idea of checks and balances. Although this is a 7th grade concept, it follows the 6th grade TEKS which refer to checks and balances.Through this song, I can teach students about the legislative process, the houses of the government, and the role that everyone plays. It is important for students to know that the president does not have absolute power over the nation, and this can help them understand how they can be more involved in what happens around them.

Instructional Stategy:
I would use this song/video to teach about the process of a bill turning into a law. However, before playing the song, I would discuss with the class the three branches of government and the role of each. We would create a chart on the board for a visual display. To reinforce this concept, I would play the song/video for the class to follow along. I would use subtitles as well and play the video a few times. After the video, I would review the branches again, then, separate the class into three groups and assign each group a branch of government. Once each group knows their role and power, we would play a “Guess Who?” game. I would read out different lines that would pertain to each group. For example: “This branch of government is the first to view a proposed bill.” Based on the lesson, the class would tell to which branch I’m referring. I would also have the song playing in the background during this game.

Independence Day!

Grade Level: 5th
Content Area: Social Studies
TEKS:
(17) Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles and contribute to our national identity. The student is expected to:
(D) describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day, Columbus Day, and Veterans Day.

http://www.timeforkids.com/news/happy-fourth-july/41766

Summary: This article, published on Times for Kids, is title “Happy Fourth of July: Get the story behind the star-spangled celebration.” The article covers the history behind the Fourth of July, also known as Independence Day. It also describes the very first Independence Day celebration and other traditions that have developed over time. The article concludes with a few fun extra facts about the Fourth of July. I really liked this text because it is from a prestigious source. Introducing students to Time for a Kids is a good way to start teaching and making them aware of news magazines, which can contain really valuable and rich text.

Instructional Strategy:
For this text, I would have have my students read this article individually. I could print off copies for them, or let them read the articles on a computer or iPad, to promote the use of technology. After reading, I would have students engage in a silent conversation. To do this, I would instruct them to write a letter with their response to the article. In their response I would request that students discuss their families traditions celebrations for the Fourth of July, if they celebrate at all. I would also ask them to reflect upon the significance of Independence Day and ask them to think about what our country would be like if we had never been made independent. Finally, I would ask them to ask one question that they still have from the reading. After students write their letter, they would pass it to another student, who would respond to the letter, and so on. I think this strategy would work well with this text because students would get to see and appreciate how other people celebrate and also share ideas about the significance of the holiday. I think in a country where there is so much diversity, it is great for students to share individual traditions and ideas about our country.

The Water Cycle

Grade: 2nd

Content: Science

TEKS: 112.13(b)(8)(C)

(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:
(C) explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions.

The Magic School Bus: Wet All Over

Summary:

Ms. Frizzle’s class is learning all about water. When Wanda suggests they take a tip to Waterland, Ms. Frizzle gets a funny look in her eyes. Instead of taking her class to the water theme park, she takes them on a seriously wet and wild ride—through the water cycle! Join the class as they evaporate, condense, rain, and make their way back to the ocean…only to evaporate all over again!

The Magic School Bus does a good job of depicting the water cycle in a simple and relatable way that young children can understand. The voices, colors, and synopsis of The Magic School Bus episodes help keep students engaged, are entertaining, and make learning fun. The distortion of the bodies during the stages of evaporation and condensation are amusing and allow children to better understand exactly what happens to water as it moves through the cycle in relation to weather conditions. At the end of the episode, some clarifications are even made and students are encouraged to conserve our precious resource.

Instructional Strategy:

  • When finished watching the video, ask students to recall the three steps of the water cycle and describe them.
  • Show students pictures of boiling water, rain, snow.
    • Graphics for the sun, water, clouds,
    • Glass filled with cold liquid
    • How do these pictures demonstrate what was just discussed about the water cycle?
      • Use appropriate water cycle vocabulary
  • Demonstration of the water cycle
    • You can either build a class demonstration of the water cycle like the one below so students get to see “first hand” what the stages of the water cycle are

    • or have each student create their own water cycle using a plastic baggie.

Supportive Text:

Interactive diagram

http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/
  • Show students the Water Cycle Diagram
    • Review each of the three parts the diagram provides (where it exists, changing form, how it moves).
    • Go through each part of the diagram and use pointer to show students exactly what you are referring to.

 

Food Chain

5th Grade Food Chain
TEKS:

112.16.

(9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to:

(B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers

Link:

http://www.goldridge08.com/foodchain.htm

Summary:

Students will go through this interactive presentation about the food chain. They will move their mouse over the key terms in a food chain and learn more about each one. Once they have reviewed the terms, they will select a habitat and complete the food chain.

Instructional Strategy:

After completing the food chains, they will then create their own. Students will choose decomposers, producers, and consumers and make their own drawing. Their food chain will be interactive and made for other students to put together. They will leave blanks and have cut outs of the decomposers, producers and consumers. Then students will trade food chains and complete the different food chains. This activity will give students more practice and a better understanding of the key terms.

Fourth Grade Math

8)  Geometry and spatial reasoning. The student identifies and describes attributes of geometric figures using formal geometric language. The student is expected to:

(A)  identify and describe right, acute, and obtuse angles

URL to video: https://www.youtube.com/watch?v=L2rJRDTfN0g

Summary: This video provides students with a song about the various types of angles. In the fourth grade, students are expected to identify acute, right, and obtuse angles as well as straight lines. This video gives a description of the angles as well as attributes of all angles. For example: an angle is two rays connecting at an endpoint.

Instructional Strategy: I would use this song at the beginning of a unit on angles. It would be a fun way to start off the new concept and who doesn’t love learning new topics through song? I would print each student a copy and we could learn the song together over the course of a few days. The song wouldn’t be the whole lesson though. I would also provide students with instruction as well as other assignments. After students have mastered the concept of identifying the various types of angles, I could take them on an angle walk around the classroom and school. As they look for the various types of angles, they could sing the song to help them remember which angle has what qualities. While the concept of learning to identify angles comes easy for many students, others may require more time to understand which is which. I think that this song is a fun way to help all students learn to identify angles better.