Category: Mini Units

Grade 6

 

TEKS: 111.22 (b)(8.1)(B)

Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles. The student is expected to: (C) measure angles

 

Content Area: Math

 

http://www.brainpop.com/math/geometryandmeasurement/angles/

 

Summary: This video gives a great introduction to measuring angles. It also helps students see that the largest angle possible is 360 degrees, which is a circle.

 

Instructional Strategy: After showing the video, I will hand each student a paper with a print of a clock. With a protractor, they are to measure the angles for time. For example: 3:00 O’clock would be represented by 90. 3:30 would be 90:180 Throughout the rest of the year. This will be a new way of telling time.

 

TEKS: §112.13. Science, Grade 2

(10)  Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:

(C)  investigate and record some of the unique stages that insects undergo during their life cycle.

I chose this butterfly poem because I thought it told the life cycle of a butterfly very nicely. I think that it’s important to try and integrate different subjects so that individual subjects like science are not always taught in a specific way. By using this poem, a teacher would be merging language arts with science. I think that a fun instructional strategy for the students to do with this poem would be role-playing. By acting out this poem, not only is the teacher making a lesson more interactive, but he or she is presenting the material in a way that is visual, auditory, and kinesthetic.

Butterflies

By: Karen Shapiro

 See the butterfly up in the sky.

Watch it as it flutters by!

Butterflies start as tiny eggs.

Out come caterpillars with many legs.

Little caterpillars growing long,

crawling,

feeding,

getting strong.

They love to nibble and to chew.

They eat small leaves

and big ones, too.

Four weeks pass.  They grow more.

They shed their skin.

One time, two times, three times, four.

Once again a change comes around.

Now it is hanging upside down.

Soon, it spins a silky pad

to hold on tight,

and a halter, too,

to keep it upright.

Now it sheds its skin

one time more,

to reveal a chrysalis,

not at all like the skin before.

Inside this shell it is changing,

growing.

Eyes, legs, wings,

are now almost showing.

What can it be?

Wait and see.

It’s a butterfly!

Its wings are wet.

It has to rest.

It can’t fly yet.

Soon, it tries hard with all its might,

spreads its four wings–

and takes a flight.

Like a flower in the sky,

what a sight —

a butterfly!

 

Grade: 3rd

TEKS: (5.4)  Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: (E)  represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting.

Content Area: Mathematics

Video Info: Multiplication Song: 12 Times Tables

Link: multiplication song: 12 times tables

Summary: This video gives students some strategies to learn the 12 times tables and develop number sense as a key to success in mathematics.

Instructional Strategy: Once students watch the video, they will have time to think and create an strategy in any multiplication table. Students can use a variety of approaches such as repeated addition, arrays, area models, equal jumps on a number line, and skip counting. After they create an strategy, students will share and teach it to a classmate. If the strategy works, students will take notes and use them in a daily basis. I think this lesson will encourage students to think in more detail about how multiplication works. They need to realize that if they take their time and learn they multiplication tables a few at the time, eventually they’ll know them all.

 

 

Grade: 3rd

Content Area: Math

TEKS:   (3.1) Number, operation, and quantitative reasoning. The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money. The student is expected to:

(A) use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999

 

Genre: Place Value Poster/Chart

 

Summary: The Place Value Poster/Chart can be helpful for sudents when they read and write out numbers or money.

Instructional Strategy: Show me the answer

Students will do an activity called Number Line-Up. In this activity 3-6 students get a demo digit card, which is a paper with a number on it, and go to the front of the class. The students in their desk will have smaller versions of digit cards. The teacher will say a 3-6 digit number aloud and the students must arrange themselves to create that number. The students on the desk will create theirs using the small digit cards. Students are to say the number in words, and point to the digit in each place value students in the front of the class will have to raise the correct card. if they need help they are to look up at the Place Value Chart/Poster.
This is a great lesson to use because kinesthetic as well as logical intelligence is used. Students get to move around and construct numbers while interpreting their knowledge of them.

Introduction:
This math lesson would be a part of a unit on Native American Culture (then and now). I have chosen a recipe I found on a blog called Native American Recipes, created by James Buel. It is a modern recipe for pecan cookies that is in an entry entitled “Food on the Reservation.” I wanted to use a recipe that Native American people use today to emphasize modern Native American culture because I think that aspect is often overlooked in classrooms.

Lesson Summary:
My activity would be to first have the students get into groups of three or four and plan a party (number of guests, who they would invite, when and where, etc.). I would then give them the pecan cookie recipe and have them change the yield so that they would also have to change the amounts of ingredients in the recipe (depending on how many they need for their party). They would then rewrite the recipe on a provided recipe card. This activity would require the students to use multiplication and division skills in a meaningful way that they can connect to a real-life situation (TEKS 111.17.b.3).

I chose this group work strategy for this text because I felt like having other students to work through this activity with would be a good way to provide scaffolding for students who may find the activity daunting at first. I think recipes may not be as familiar to some students as others, so I would also use heterogeneous grouping.

Text:

Wild Pecan Cookies

Ingredients:
1 ½ cups butter, softened
1 cup confectioners’ sugar
1 tbsp vanilla
3 cups flour
1 ½ cups ground pecans

Directions:
Preheat the oven to 350 F. Line the baking sheets with parchment paper. In a large bowl, beat the butter, confectioners’ sugar, and vanilla at medium speed with an electric mixer until creamy. Gradually beat in the flour and pecans. Roll the dough into 1-inch balls. Place the balls, 2 inches apart, on the prepared baking sheets. Bake for 10 to12 minutes or until lightly browned. Let cool on the pans for 2 minutes. Remove from the pans and place on wire racks. Sift the confectioners’ sugar over the cookies while still warm. Cool completely.

Yield: makes about 31

Grade: Kinder

TEK: (K.9) Geometry and spatial reasoning. The student recognizes attributes of two- and three-dimensional
geometric figures. The student is expected to: (B) recognize shapes in real-life three-dimensional geometric figures or models of three-
dimensional geometric figures

Content Area: Mathematics

Video Info: “3D Shapes I Know” Song: Cone, Cylinder, Sphere, Cube

Link: http://www.youtube.com/watch?v=K9L9l86N-xM

Summary: The song in this video gets kids excited about shapes and the repetition would help students learn the names of the shapes. The song is actually a rap that names the shapes and then shows real life examples of each shape.

Instructional Strategy: After the students watch the video we will go on a walk around the classroom to find other examples of 3D shapes. Once they find a shape they will draw a picture and share it with a partner. Each pair will see how many real-life examples they can come up with around the classroom and then expand on it by adding ones they can think of that are not in the classroom. Each set of partners will then compare their lists with their table. The teacher will then make a master list of the examples for the whole class to see and come back to in the next lesson. This activity is great for a lesson because it gets the students involved in finding specific examples that go with the lesson. It also gives the teacher an opportunity to check and see if each student is fully comprehending each 3D shape.

Grade: 2nd

 TEK: (10) Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: (A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category;

Content Area: Mathematics

 Video Info: Brain Pop Jr., Tally Charts and Bar Graphs

Link: http://www.brainpopjr.com/math/data/tallychartsandbargraphs/

 Summary: This video gives students a great introduction to bar graphs.  It shows the students how to gather and assemble the information for a bar graph, as well as how to read the information on the graph once it is finished.

 Instructional Strategy: Once the students watch the video, I will have each of them each create their own bar graph.  Students will pick their own topic.  Once their topic is chosen, I will split the class in half so that the students can begin gathering their data (meaning each student will only take votes from half the class).  Once the information is gathered, the students will begin to assemble their data.  They will be encouraged to consult their table if they need help (and I will be monitoring, of course).  Once everyone has built their bar graph, I will call on students to share their graph with the class so that the students can get practice on reading and explaining bar graphs.  (Note: this strategy will have to occur over a couple class periods).  This strategy relates to my text because it has the students actually practicing what the characters did in the video.

Primary History – Famous People – Christopher Columbus    from the BBC

Link: http://www.bbc.co.uk/schools/primaryhistory/famouspeople/christopher_columbus/

Content Area: Social Studies, 3rd grade

Summary: This site has many different types of media to explore: a timeline, images, written information, fun facts, an interactive game, and a quiz. If you roll over the yellow diamonds marking important events on the timeline across the top of the page, a text box with information on the event and a portrait of Christopher Columbus will appear. On the left side there is a orange-colored text box which displays written information and 6 different tabs to choose from. On the right side there is a box with different images and maps. Click on them to enlarge the image and a short description of the image will also be displayed. Underneath that you will find the box to click for the interactive game. This 3-level game begins by showing the charter that announces Columbus’ voyage. Click on the image on the charter to proceed (I recommend turning on the subtitles). The game then alternates between Columbus and his crew talking and the 3 levels. On each level students earn stars, depending on there performance. The number of stars earned equals the number of interesting facts they will get at the end of each level. The game ends with a short 3 question quiz. Once they complete this there is an option for them to write there name and print out a certificate. There is also an additional quiz located under the orange text box and a box with different fun facts under the interactive game box.

TEKS: 113.14(b)(3.1)(C) – describe how individuals, including Christopher Columbus, have contributed to the expansion of existing communities or the creation of new communities.

Lesson Overview: I would have students start this lesson by filling out the K and W of individual KWL charts on Christopher Columbus. On a subject so popular as Columbus I am sure most of the students will have some background knowledge on him and since this site has a lot of interesting facts it would be interesting to see what the students take away.

Afterwards I would have students explore this site with a scavenger hunt list, to insure each student gets certain important information. Questions on their list can be formed by the section headings such as How did Columbus change history? (which can be found under the How Columbus Changed History tab) or the questions can be about more specific events like What happened on Christmas night in 1492? (look at the what Columbus discovered tab under the section Shipwrecked). Once all the information has been found students could complete the interactive game and quiz.

When students finish these activities they should fill out the L of their KWL chart.

 

Eileen C.

Rhyming Words Brain Pop Jr. Video

I chose a video from BrainPop Jr., Rhyming Words. This video is about 4 minutes long explaining how words rhyme and different strategies to figure out if words rhyme or not. I thought this would be great for kindergarten class because some of the words they use are a little advanced, but they always use audio and visual cues to help understanding. It is also very entertaining and students will be able to follow along and learn.

The video goes with the TEKS I chose for Kindergarten, (b)2(C): orally generate rhymes in response to spoken words. Once they have watched the video, they will better comprehend what it means to decipher rhyming words.

A fun whole classroom activity to do after is the stuffed animal pass with rhyming words. You would have the students sit in a circle. The teacher would start with any word, ‘cat’, that is able to rhyme with multiple words. The teacher then passes the stuffed animal to the student on the left who will come up with a word that rhymes. They will continue to pass the stuffed animal until the students cannot think of any more rhymes! Then, that student who has the stuffed animal will make a new word, ‘pet’, until they cannot think of any more words. They continue to come up with new words until you choose to stop. It can be as short or as long as you would like it to be.

I chose this specific activity because it is a quick introduction into a unit on rhyming words. You can do this activity every day or once a week to assess the progress your class is making. It is also something fun that involved all students in the class and is easy to do if you have a few extra minutes!

Link to Recipe:  http://www.ourbestbites.com/2010/09/kids-in-the-kitchen-slime/

Content Area: English Language Arts and Reading

Summary: This blog provides a recipe to make homemade slime. This recipe could be utilized in Science or Math, but I chose to directly connect it to a fourth grade English Language Arts and Reading TEK.  The recipe is easy enough to be carried out in the classroom and is non-edible allowing for all students to participate. Additionally, while this recipe is targeted to young children, older students would still benefit from exploring both the finished product, as well as following the recipe.

Instructional Strategy: For this lesson, students would begin by reading the recipe and discussing the procedure. Then, they would carefully determine each of the steps needed to successfully complete the recipe. Finally, in small groups, students would assemble all necessary ingredients and make homemade slime by following the recipe.

TEK: 4^th Grade

(13) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

(A) Determine the sequence of activities needed to carry out a procedure (e.g., following a recipe).