Ssunit

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Mil ita ry a n d C o n flic ts

Social Studies Unit 2011 Amy French
Table of Contents
Rationale ...5 Unit Goals...7 Unit Objectives.7 Focus List... 8 Pennsylvania Standards met in unit. 9 Unit Overview... 14 Vocabulary list.. 15 Materials List 16 Special Needs Students Info.. 17 Bulletin Board.18 Game 19 Day 1 ...20 Materials..21 Lesson Plan.25 Day 2 ..29 Materials..30 Lesson Plan.35 Day 3 ..40 Materials..41 Lesson Plan.45
Day 4 ...50 Materials..51 Lesson Plan.61 Day 5 ...66 Materials..67 Lesson Plan.68 Day 6 ....72 Materials..73 Lesson Plan.76 Day 7.....80 Materials..81 Lesson Plan.82 Day 8 .86 Materials..87 Lesson Plan.88 Day 9 .91 Materials..92 Lesson Plan.96 Day 10 ..100 Lesson Plan.101 Day 11 ..104 Materials..104 Lesson Plan.106
Day 12 ..112 Lesson Plan.113 Day 13 ..117 Lesson Plan.118 Day 14 ..122 Materials..123 Lesson Plan.125 Day 15...129 Materials..130 Lesson Plan..131 Bibliography of Teacher Resources...135 Annotated Bibliography of Student Resources..138 Disk with digital tools...141
The United States Military RATIONALE CIVICS AND GOVERNMENT U.S. MILITARY TODAY Substantial amounts of todays students do not understand what is going on in the world around them. Students need to understand the conflicts the United States military is involved with before they can truly understand what makes this country unique. The main standards this unit will address include; explain the principles and ideals shaping local and state government (Civics 5.1.4.C), and explain how different perspectives can lead to conflict (Civics; 5.3.4.F). Standards from other subjects will be integrated in this unit, for example in Reading (R5.A.1.1.1) identify and/or interpret meaning of multiple-meaning words used in text; (R5.A.1.1.2) identify and/or interpret a synonym or antonym of a word used in text. In Civics and Gov. (5.2.5.C) explain why individuals become involved in leadership and public service. In Geography (7.2.5.A) describe the characteristics of places and regions. In Listening (1.6.5.A) listen critically and respond to others in small and large group situations, and respond with grade level appropriate questions, ideas, information or opinions; and in Math 2.6.5.B Use pictures, tallies, tables, charts, bar graphs, line graphs, diagrams, and graphs to organize, display, and analyze data. Students need to understand the conflicts currently in the world to be informed citizens and to understand the news and the events happening around the world. The main social science field this unit will address is civics. History and geography will also be integrated into this unit. Students will be learning about the current conflicts the United States is involved with and some of the causes of these conflicts. To understand the conflicts and the causes, students will need to understand the geographical and cultural differences in those countries. Students will need to recognize cultural and geographical differences. The actions of the United States military affect the
entire world. As citizens of this country, it is important that students understand the conflicts the United States is directly involved in. In this unit students will become more aware of different cultures. They will learn to write letters, both formal and friendly, and they will learn about other cultures through their communications. There may never be enough time to understand all the events and conflicts happening in the world; however if students can understand a few of the conflicts the United States military is involved with they can use that knowledge to formulate educated ideas and opinions on other conflicts. Students will better understand the world around them, and this unit will help them to make sense of the news and the events happening around the world. In order to understand the world, and what is happening in it, students need to understand how the conflicts started as well as how difficult they are to resolve. Most individuals in this country do not understand why our country is involved in wars and conflicts. In order to understand what is happening and why, it is necessary to understand how the country got in this situation.
Unit Goals
The overarching goal for the unit is to familiarize students with the military; and what the military does for the world. Students will learn about what makes cultures different and have a chance to learn about other cultures, having contact with students from around the world, and by collaborating with their peers. By the end of the unit, students will understand cultural differences, and how conflicts start in the world.
Unit Objectives
Students will learn about another culture by doing research and will find out a bit more about their own culture as a result. Students will also understand the functions of the military. They will learn how conflicts begin between cultures around the world, and what it takes to prompt people to create change.
Focus List
Day 1: Who is our military? Where is our military involved? What is happening in the world around us? Day 2: What are people in the military like? (Phys. Ed. And Song time) Day 3: What are some interesting things about our military? Day 4: What do other organizations do? Day 5: How do we get involved in wars and conflicts? Day 6: What effects do wars and conflicts have; for example the effects of oil prices on the economy. Day 7: Story Time- Alias Mission Saving the Books of Iraq How do people create change? Day 8: Students will be creating their own change by writing letters about something they feel strongly about. Day 9: The final assignment for the unit will be assigned. Students will also be coming up with additional questions they would like to know about people from a different culture. Day 10: Students will be set up with pen pals from a different country. (If the whole class can talk to another whole class, great if not, individual pen pals will also work just fine.) Students will have additional time to do research. Students will finish off the period by posting interesting findings to their blogs. Day 11: Students will be asked to explain something to someone from a different culture by writing it out. Some examples may be what school is like, or how to play a sport. Students will edit and proofread in small groups. Students will send these to their pen pals, and post them to their blogs. Day 12: Students will have time to do research, reply to pen pals, and share their findings with other members of the class. Day 13: Students will have time to work on their brochures and floats for their final project. Day 14: What are people from the Middle East like? What are some differences? What is the same? Day 15: Students will display their floats and their brochures, others will be invited to come look at them while students stand near to answer questions and tell onlookers some things they found when they were doing their research.
P e n n s yl va n i a S t a n d a r d s Reading: R5.A.1.1.1: Identify and/or interpret meaning of multiple-meaning words used in text. R5.A.1.1.2: Identify and/or interpret a synonym or antonym of a word used in text. R5.A.2.3.1: Make inferences and/or draw conclusions based on information from text. Writing: 1.4.5.B: Write multi-paragraph informational pieces (e.g., essays, descriptions, letters, reports, instructions). Use relevant graphics (maps, charts, graphs, tables, illustrations, photographs). 1.4.5.C: Write persuasive pieces. Include a clearly stated position or opinion. Include supporting details, citing sources when needed. 1.5.5.A: Write with a clear focus, identifying topic, task, and audience. 1.5.5.B: Develop content appropriate for the topic. Gather, organize, and select the most effective information appropriate for the topic, task, and audience. Write paragraphs that have a topic sentence and supporting details
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1.5.5.C: Organize writing in a logical order. Use appropriate transitions within sentences and between paragraphs. Include an identifiable introduction, body, and conclusion.
1.5.5.D: Write with an understanding of style, using a variety of sentence structures and descriptive word choices (e.g., adjectives, nouns, adverbs, verbs) to create voice. Include specific details that convey meaning and set a tone.
1.5.5.E: Revise writing to improve organization and word choice: check the logic, order of ideas, and precision of vocabulary.
1.5.5.F: Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly. Use capital letters correctly. Punctuate correctly. Use correct grammar and sentence formation.
1.7.5.A: Identify differences in formal and informal language used in speech, writing, and literature.
1.8.5.A: Explain an inquiry-based process in seeking knowledge. 1.8.5.B: Conduct inquiry and research on self-selected or assigned topics using a variety of teacher-guided media sources and strategies.
1.8.5.C: Produce an organized product that presents findings, draws reasonable conclusions, and gives proper credit to sources.
1.9.5.A: Use media and technology resources for problem solving, self-directed learning, and extended learning activities.
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1.9.5.B: Understand and evaluate media as a source of information and entertainment.
History: 8.3.5.D Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of the United States. Civics and Government: 5.2.5.C: Explain why individuals become involved in leadership and public service. 5.3.5.G Describe how groups try to influence others. 5.3.5.F Examine different ways conflict can be resolved.
Listening: 1.6.5.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions Geography: 7.2.5.A: Describe the characteristics of places and regions. 7.3.5.A: Identify the human characteristics of places and regions using the following criteria: Population
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Culture Settlement Economic activities Political activities
Arts and Humanities: 9.1.5.A: Know and use the elements and principles of each art form to create works in the arts and humanities (Visual Arts: color form/shape line space texture value) (Visual Arts: balance contrast emphasis/focal point movement/ rhythm proportion/scale repetition unity/harmony) 9.2.5.F: Know and apply appropriate vocabulary used between social studies and the arts and humanities. 9.1.5.E: Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts. Phys. Ed: 10.3.3.D: Identify and use safe practices in physical activity settings (e.g., proper equipment, knowledge of rules, sun safety, guidelines of safe play, warm -up, cool-down). 10.4.3.A: Identify and engage in physical activities that promote physical fitness and health. Math:
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2.6.5.B Use pictures, tallies, tables, charts, bar graphs, line graphs, diagrams, and graphs to organize, display, and analyze data.
2.6.5.D Compare data using multiple categories displayed in a graph.
Science and Technology:
S5.B.2.1: Explain how certain inherited traits and/or behaviors allow some organisms to survive and reproduce more successfully than others.
3.4.5.B4: Identify how the way people live and work has changed history in terms of technology.
3.4.5.D3: Determine if the human use of a product or system creates positive or negative results.
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Unit Overview In this unit, students will learn a bit about the U.S. Military and the conflicts the armed forces are involved in. To do so, students will learn about conflict resolution, and other cultures. The primary focus of the unit will therefore; be the Middle East where our military is highly involved in humanitarian operations. Students will learn about diversity, tolerance and differences in people and cultures around the world. They will understand another culture by the end of the unit by reading about the cultures, doing their own research and even communicating with someone from that culture. The unit will wrap up with students presenting their blogs and projects about what they have learned in the unit.
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Vocabulary List
Base Boot camp Infantry Intruder Detection Reconnaissance Sortie Troops Army Navy Marines Air Force Soldiers Sailors Airmen Dictator Ancient times Looters Petroleum Pie chart
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Fluctuate Embargo
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Materials

Alias Mission by Mark Alan Stamaty Something to write on thats large enough everyone can see Something to write with Internet access Smartboard (or anything which will allow projecting from a computer) Internet access for students Paper and pencils for brainstorming Board to brainstorm ideas with and something to write with Microsoft publisher Markers Paints Objects (bark, fake trees, foam, construction paper, anything of the sort that is easy and cheap to get ahold of, ask students to bring in objects as well that they may have access to)
Shoe boxes (1 for each group) Colored pencils or pens for proofreading Student blogs String or yarn Highlighters Index cards Sittis Secrets By Noami Shihab Nye
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Special Needs Students:

In our class we have two special needs students their information is as follows.
SallySally has mental retardation and intellectual impairments. She learns best by repetition and cannot cover a lot of material at once. She is friendly and eager to please and will do whatever you ask her too. She is very slow academically and is two grades behind academically in all subjects. Sally loves to draw. She doesn't get along with the boys in the class; however she likes the girls. She tends to like the girls who have social power.
BillyBilly is labeled as LD (learning disabled), sometimes he is with you and sometimes he has no idea what is going on. He has ADHD Type II (hyperactive), he doesnt usually have trouble paying attention but he has trouble controlling his body. Most of the kids in class try to avoid him especially when he forgets his medicine, which he is suppose to take at lunch. He is good at math and science, but not at language arts, reading or handwriting. He needs adult supervision outside of the classroom because he wanders off.
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Bulletin Board In the News The U.S. Military and the Conflicts we are involved in
The bulletin board is designed for 5th grade students. Students will use the bulletin board to locate the different areas we are studying in class from a world perspective.
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Amy French Edu 350 Social Sciences Section A 29 November 2011
Unit: The U.S. Military Today
M i li t ary and Conf li cts

Directions Set up the board by unfolding it and placing the Oh No! cards on the designated spot on the board so that you can read Oh No! Each player then needs to select a piece and also needs to pick up a white Q card. Each Q card has four questions, with the answers. Next, everyone needs to spin the spinner. The student who spins the highest number goes first, in case of a tie spin again. When it is your turn you need to select any other player to give you a question. They may ask whatever question they want from their card. If you answer correctly, you spin the spinner and move that many spaces. If you answer incorrectly, you must pick up an Oh No! card. Some of the Oh No! cards are good, and some are bad. If you select a card that tells you to move to the closest spot that is a certain color and you are in between two that are equally as far away, you may move forward. When an individual has asked all of the questions on their card, they need to wait until everyone else is out of questions before picking up another one. The first person to make it back to start wins the game. If all the question cards have been used, the person closest to the end of the track wins the game.
The audience for this game is 5th grade students who have began studying the unit on the U.S. Military Today in Social Studies.
Students will review some items discussed in class and also be introduced to new ideas and topics 19 through this game.
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RolesPresident , 1, 2, 3, Recruit 1 (R1), R2, Member 1 (M1), M2, M3, Army 1, Army 2, Navy 1, Navy 2, Air force 1, Air Force 2, Marine 1, Marine 2 There are 17 parts, most of the class will be participating. President: Where are my troops? 1: What does the president have to do with troops? 2: What are troops? 3: The term troops is used to describe anyone who is in the armed forces, or the military. 1: The president oversees the military. 2: What does the military do? President: The military was designed to protect the constitution, and look out for the best interests of the country. Recruit 1: Where do people in the military live? Member 1: You will live on a base. R2: What is a base? M2: A base is a place where military personnel live, and where weapons and supplies are stored. R3: Where are there bases located? M3: There are bases located all over the world. R1: How many branches of the military are there? M1: There are four major branches. M2: There is also the Coast Guard, which remains inside the country unless there is a severe need for their assistance. R2: What are these branches?
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Army 1: We are the Army, we are trained to fight on land. Army 2: We are called soldiers. Navy 1: We are the Navy, and we are in control of the sea. Navy 2: We spend most of our time on ships, which we call home. Navy 1: We are called sailors. Air Force 1: We are the Air force, and we are responsible for the air and space. Air Force 2: We are also responsible for the World Wide Web. 3: What is the world wide web? Air Force 3: The internet. Air Force 2: We are called airmen. 1: Are the girls called airmen too? Air Force 5: Yes, even the girls are known as airmen! Marine 1: We are the few the proud the marines! Marine 2: We are trained to fight on the land, on the sea or in the air. Marine 1: We are Marines, and we are a department of the Navy. Marine 2: Our basic training, or boot camp, is longer than the other major branches of the military. 3: What is basic training? M2: Basic training is otherwise known as boot camp, but it is a serious training program. M3: For most branches this lasts around 9 weeks, in which recruits are trained to become soldiers. Marine 1: For a marine this is 13 weeks.
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Sample Prompt: Day 1 Do you think you would like to join the military based on what you have learned today? Why or why not?
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Lesson Plan Grade Level 5 Day: 1 PRELIMINARY PLANNING All students will be reading Sittis Secrets as an independent assignment over the course of the unit.
PA Standards: Civics and Government: 5.2.5.C: Explain why individuals become involved in leadership and public service. 5.3.5.G Describe how groups try to influence others. 5.3.5.F Examine different ways conflict can be resolved.
Arts and Humanities: 9.2.5.F: Know and apply appropriate vocabulary used between social studies and the arts and humanities. 9.1.5.E: Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts. Pre-assessment: Who knows someone in the military? How do you know them? Objectives: Students will be introduced to the new unit and vocabulary. Students will practice using the vocabulary. Individual Modifications: There should be no need for individual modifications today, if they want to have a part they may, and if they choose not to, they dont need to.
Critical Vocabulary:
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Base Boot camp Infantry Reconnaissance
Sortie Troops Army Navy
Marines Air Force Soldiers Sailors
Airmen
Materials: Military Glossary handout Scripts for all students Highlighters Smartboard
LEARNING SEQUENCE Description INTRO Introduction/Motivation/Focus Attention Time
Students will be playing a short game to assess how much they already know. Questions will include things like where we are involved in the world as a military, and what prior knowledge they have about the unit. This is a smart board game using the hangman type approach.
Description THROUGH
Time
Learning Activities (Input, Modeling, Checking for Understanding, Guided Practice, Independent Practice)
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Students will be using the script provided to put on a short play. First students will be assigned parts and highlighting their lines. Take volunteers, ask students to go to the front of the room. Next students will have a chance to read through the script once before beginning.
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Students will perform the skit. Students will be asked if they think they would like to join the military or not. Select a few students to explain why. Time
Description BEYOND Closure (Review, Check for Understanding, Summarize, Future Forecast, Transition)
Students will be provided with the handout of vocabulary and asked to try to answer the questions. When they are finished they are to read the blog prompt for the day and may work on it if they have time. Blog prompts will be given everyday throughout their units. Teacher will explain the bulletin board. Students will choose a day, up to two on a given day, in which they will be required to find an article in the news related to our unit. We will spend the last few minutes of class discussing these articles and finding where they are on a map. Blog prompts will be present throughout this unit, some days students will have a chance to answer these in class, some days they will not, and they need to do them during the day or at home so that blogs are up for the next day. Blog prompts will be assigned every day. POST INSTRUCTIONAL PLANNING
1. What levels of thinking (Bloom) did your lesson incorporate?
Remembering students hopefully will remember the information from the script for the rest of the unit. Understanding the script will help students understand the content better than just reading it.
2. How did you evaluate your students performance?

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Check for Understanding:
Guided Practice: Students will be asked if they would want to join the military or not based on what they have learned from today. A few students will give answers. Independent Practice: Students will be completing a worksheet at the end of the period and be posting responses to the lesson to their blogs. * 3. In what ways have you included safeguards that all children will learn including second language learners and special needs students?
4. Total Participation Techniques: How did you make sure all students were engaged in your lesson? Mark high engagement strategies with an asterisk (*).
5. Describe the instructional modes that you used in each of your activities (VAKT). Vary these in each lesson.
Visual the lesson will begin with a game, that doesnt require students to know the answers to the questions Auditory- instead of being lectured the information; students will be performing it themselves.
6. Describe the changes you would make if you taught this lesson again.
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Day 2
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Attention Miss Frenchs 5th grade students:
P leas e Wear Sneak ers an d A p p ro p ri at e C lot hi ng Tom o rro w!

Miss Frenchs 5th grade class
Miss French
As a part of our unit on the military and the conflicts the U.S. military is involved in we will be doing some physical training during school tomorrow. Students are asked to please wear sneakers and appropriate clothing, no skirts or dresses, students who are not wearing sneakers or are not dressed appropriately will not be able to participate in the entire lesson.
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Lesson Plan Grade Level 5 PRELIMINARY PLANNING Prior Prep work: Prior to teaching this day, the flier should have been sent home to parents with the student to remind them to wear sneakers. Students not wearing sneakers will be able to participate in socks only if they have socks and the school will allow it. Otherwise, they will not participate in the rope course. Before students enter the classroom, or after they have special class, or recess, so there is a time to set up, the room should be set up so there is nothing in the center of the room. Now, using chairs and desks as places to tie, lay out a web of string or yarn throughout the center of the room, about a foot and a half to two feet off the ground. Be sure to leave a place to walk on one side for safety purposes. PA Standards: Phys. Ed: 10.3.3.D: Identify and use safe practices in physical activity settings (e.g., proper equipment, knowledge of rules, sun safety, guidelines of safe play, warm-up, cool-down). 10.4.3.A: Identify and engage in physical activities that promote physical fitness and health. Day 2
Civics and Government: 5.2.3.C: Identify leadership and public service opportunities in the school, community, state, and nation.
Arts and Humanities: 9.2.5.F: Know and apply appropriate vocabulary used between social studies and the arts and humanities. 9.1.5.E: Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts.
Pre-assessment: Does anyone know what a kind of walk is called; you usually see it in parades? Has anyone ever marched before?
Objectives: Students will be acquainted with marching, the idea of uplifting songs, and military training. All students will participate and therefore they should all understand the basics.
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Individual Modifications: There should not be a need for any individual modifications in this lesson. Critical Vocabulary: Boot camp Physical training
Materials: Internet access Copies of the Song, (printed from the website) String Students need to wear sneakers or they will need to take off their shoes. Students without socks will not be able to participate in the entire lesson. Students need to be dressed appropriately for they will be crawling around on the floor. Before teaching this lesson the flier should have gone home to parents.
LEARNING SEQUENCE Description INTRO Introduction/Motivation/Focus Attention Students should be a bit more than surprised when they walk in, but have them line up at the side of the room where there is a place to walk. Make sure all students are dressed appropriately, or have those who arent sit out for this part of the lesson. At random choose 4 students to go first. Have them line up across the opening of the web. Explain to students that people in the military before they become soldiers, must go through a training course called boot camp. Boot camp is a very demanding training program and it lasts from 9 weeks to thirteen weeks. o
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Time
Does anyone know how many months that is?
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Explain to students they will be trying their own mini version of boot camp - also known as basic training. Explain to the class that the first four people are going to go first, but everyone will get the chance to go.
Description THROUGH
Time
Learning Activities (Input, Modeling, Checking for Understanding, Guided Practice, Independent Practice) Explain to students that they must get down on their stomachs and crawl on their stomachs. Have students try to do so, and then tell them they need to make it to the other end, and come out the other side. When a student comes out the other end, they are to choose someone else who has not gone yet, and have a seat on the floor. Keep this going until all student have had a chance to try the course. Time
Explain to students that basic training is a lot harder than just this course, but they do have similar obstacle courses. They also have academic classes just like we do in school. Have students cut the string and throw it away, as you the teacher are passing out copies of The Ants Go Marching. When the string is all down, ask students to line up on the side of the room again. Ask students to repeat the first two lines after you, and recite the first two lines. Ask students to do the same with the next line, and explain that this line changes every verse, so they will need to look at their papers. Ask students to recall the next two lines after you. Ask the first student in line to march around the room, while everyone sings the first verse.
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Ask the first student to pick up the second student in line, and have students sing the next verse. Continue adding students until class is over. Finish by asking students why soldiers sing songs while they are marching. Explain it keeps them motivated. POST INSTRUCTIONAL PLANNING
1. What levels of thinking (Bloom) did your lesson incorporate? Remembering students are being given information to remember. Understanding students are trying what they are learning so they understand. Applying- students are actually doing the things and not just reading about it.
2. How did you evaluate your students performance? Check for Understanding: Students will demonstrate their understanding. Guided Practice: Students will be shown how to march and how to crawl on their arms. Independent Practice:
3. In what ways have you included safeguards that all children will learn including second language learners and special needs students? This lesson requires activity, students can easily follow their peers if they arent sure what is happening. 4. Total Participation Techniques: How did you make sure all students were engaged in your lesson? Mark high engagement strategies with an asterisk (*).
Visual: Students can watch other students doing the tasks. Audio: they are learning a song.
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Kinesthetic: Students are doing the obstacle course.
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Day 3
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Lesson Plan Format Grade Level: 5 Day: 3 PRELIMINARY PLANNING PA Standards: Science and Technology: S5.B.2.1: Explain how certain inherited traits and/or behaviors allow some organisms to survive and reproduce more successfully than others. 3.4.5.B4: Identify how the way people live and work has changed history in terms of technology. 3.4.5.D3: Determine if the human use of a product or system creates positive or negative results. Civics and Government: 5.2.5.C: Explain why individuals become involved in leadership and public service. 5.3.5.G Describe how groups try to influence others. 5.3.5.F Examine different ways conflict can be resolved.
Listening: 1.6.5.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions
Geography:
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7.2.5.A: Describe the characteristics of places and regions. 7.3.5.A: Identify the human characteristics of places and regions using the following criteria: Population Culture Settlement Economic activities Political activities
Pre-assessment: Students will be asked to name one thing they learned from yesterdays play as class begins. Objectives: Students will all be active participants in class and display a working knowledge of the material with 75% accuracy. Individual Modifications: Sally and Billy will be in the group for lower leveled readers, no additional modifications will be needed. Critical Vocabulary: Intruder Detection Materials: Handout on facts (one for each student) Printouts of articles on animals, dogs, sea lions, dolphins (enough for each group) Videos:
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MacNeil Lehrer (Producer). (2009). The PBS NewsHour: In Iraq and Afghanistan, Military Relies on Robots. [Full Video]. Available from http://www.discoveryeducation.com/ ITS (Producer). (2002). The Changing Face of War. [Video Segment]. Available from http:// www.discoveryeducation.com/
LEARNING SEQUENCE Description INTRO Introduction/Motivation/Focus Attention Hand out the facts sheet, Students will popcorn read these aloud Ask questions while reading about how this is related to what they have learned so far. Time
Description THROUGH
Time
Learning Activities (Input, Modeling, Checking for Understanding, Guided Practice, Independent Practice) Play the longer video entitled, The Changing Face of War Ask a few students what they have learned Play the The PBS NewsHour: In Iraq and Afghanistan, Military Relies on Robots (stop about 3:30 into the video) Ask students to relate the two videos. Sort students by reading abilities o o o
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High group Dolphins reading Medium- Sea lions reading Low Dogs reading
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Have students break off by groups, o Have each group read aloud by popcorn reading in different areas of the room
Description BEYOND Closure (Review, Check for Understanding, Summarize, Future Forecast, Transition) Ask each group to choose two individuals to be the spokespersons. Have the two members from each group explain what their article was about Discuss how the military uses a lot more than just people to fight wars
Time
Ask students to explain why each animal would be more useful than humans would. Ask students if they think it is right to use animals or not in war. POST INSTRUCTIONAL PLANNING
1. What levels of thinking (Bloom) did your lesson incorporate? Understand: students need to understand the video and the lesson to discuss Apply: students are seeing how animals and robots are used in war Analyze: Students are contrasting and differentiating of why different animals are used Evaluate: Students are asked to challenge the idea if it is right to use animals in war
2. How did you evaluate your students performance? Check for Understanding: Students from each group are asked to summarize the reading to the class Guided Practice: Group discussions will show if students have been paying attention. Independent Practice:
3. In what ways have you included safeguards that all children will learn including second language learners and special needs students?
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Reading groups have been used to ensure all children can learn 4. Total Participation Techniques: How did you make sure all students were engaged in your lesson? Mark high engagement strategies with an asterisk (*).
5. Describe the instructional modes that you used in each of your activities (VAKT). Vary these in each lesson. Visual videos Audio group discussion
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Day 4
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Lesson Plan Grade Level 5 PRELIMINARY PLANNING PA Standards: Civics and Government: 5.2.5.C: Explain why individuals become involved in leadership and public service. 5.3.5.G Describe how groups try to influence others. 5.3.5.F Examine different ways conflict can be resolved. Day: 4
Geography: 7.2.5.A: Describe the characteristics of places and regions. 7.3.5.A: Identify the human characteristics of places and regions using the following criteria: Population Culture Settlement Economic activities Political activities
Pre-assessment: Does anyone remember what military personnel eat while deployed? What are some other things we have been talking about this week? Objectives:
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Students will discover different organizations and humanitarian procedures in Iraq. Individual Modifications: No individual modifications should be needed. Critical Vocabulary:
Materials: Power point lesson Handouts of: Bullets for airwaves Oil for food Clean water
LEARNING SEQUENCE Description INTRO Introduction/Motivation/Focus Attention Split the class into three groups by reading levels Rotate between the groups as class is beginning and ask students to discuss Lower group o o o Ask students what they had for lunch today, Ask what they feel other people had for lunch today Ask how long they feel you can go without eating Time
Average group o o o How do you get information? What is one way your parents give you messages? Do you ever have to give something up to get an answer?
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Advanced group o o o How do you get water? How long can you go without water? Is there every a time when you dont feel comfortable drinking the water?
Description THROUGH
Time
Learning Activities (Input, Modeling, Checking for Understanding, Guided Practice, Independent Practice) Go through the power point asking questions as you go Read the notes in the PowerPoint before presenting Time
Description BEYOND Closure (Review, Check for Understanding, Summarize, Future Forecast, Transition) Pass out articles to each of the groups o o o Advance Water article Medium Bullets for airwaves Low oil for food
Have students popcorn read in their groups, have two different students from yesterday summarize the article for the class Have each group also discuss how this relates to what we talked about today in class Have a member of the group share this with the class POST INSTRUCTIONAL PLANNING
Remembering students are asked to remember the basics

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Understanding- students show their understanding by relating it to other things discussed in class Analyzing- students are comparing the individual articles to the big overarching discussion
2. How did you evaluate your students performance? Check for Understanding: Asked students to explain it in their own words Guided Practice: Walked around observing the groups Independent Practice:
3. In what ways have you included safeguards that all children will learn including second language learners and special needs students? Small group work and separated by reading levels makes it easier for children to learn at their own pace 4. Total Participation Techniques: How did you make sure all students were engaged in your lesson? Mark high engagement strategies with an asterisk (*).
Visual PowerPoint Audio small group discussion
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Day 5
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Lesson Plan Grade Level 5 PRELIMINARY PLANNING PA Standards: History: 8.3.5.D Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of the United States. Day: 5
Civics and Government: 5.2.5.C: Explain why individuals become involved in leadership and public service. 5.3.5.G Describe how groups try to influence others. 5.3.5.F Examine different ways conflict can be resolved.
Listening: 1.6.5.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions
Geography: 7.2.5.A: Describe the characteristics of places and regions.
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7.3.5.A: Identify the human characteristics of places and regions using the following criteria: Population Culture Settlement Economic activities Political activities
Pre-assessment: Students will be asked what causes conflicts in the world. What causes conflicts between you and your friends?
Objectives: Students will demonstrate knowledge of conflicts; and how conflicts start with 70% accuracy. Individual Modifications: o There should be no need for individual modifications. Critical Vocabulary:
Materials: o Index cards o Roots of the Conflict Handout
Cards page, for the students in the class based on random things about the members of the class *(I cannot make this without having a knowledge of the class) *
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LEARNING SEQUENCE Description INTRO Introduction/Motivation/Focus Attention What causes conflicts between you and your friends? Do you think it is a good idea what the U.N. does in other countries like Iraq? How do you think this could cause problems? Time
Description THROUGH
Time
Learning Activities (Input, Modeling, Checking for Understanding, Guided Practice, Independent Practice)

Go through the worksheet timeline as a class. Have you ever agreed to do something that you didnt follow through with? Did this cause problems? Time
Description BEYOND Closure (Review, Check for Understanding, Summarize, Future Forecast, Transition) Game o o o Give each student a card with a clue on it Two students will have cards that say they are responsible
Students will need to find out who is responsible and see how difficult it may be, some clues may be very to the point, others may be vague and the students with cards that say they are responsible will have lies to tell listed.

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Students will wrap up the activity by saying who they feel it is, someone is bound to be wrong, but they will submit them on index cards Students who are accused will come forward.
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A point will be made how there should only be two who are responsible so if they were in control a war could have just been started because of the false accusations. The two who are accused will step forward. POST INSTRUCTIONAL PLANNING
1. What levels of thinking (Bloom) did your lesson incorporate? o Apply students are using their own
2. How did you evaluate your students performance? Check for Understanding: Students will be answering questions throughout the lesson. Students will play the game at the end of the period Guided Practice:
Independent Practice:
3. In what ways have you included safeguards that all children will learn including second language learners and special needs students? Copies of the PowerPoint will be given to any students who need the additional help 4. Total Participation Techniques: How did you make sure all students were engaged in your lesson? Mark high engagement strategies with an asterisk (*).
5. Describe the instructional modes that you used in each of your activities (VAKT). Vary these in each lesson. Visual PowerPoint Audio- discussion Kinesthetic students are walking around trying to figure out who is responsible for the game
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Day 6
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Pie Chart
[Answers to PDF: 1. C; 2. B; 3. C; 4. A; 5. B; 6. B; 7. C. Bonus: Saudi Arabia has about 250,000,000,000 barrels; Iraq has about 100,000,000,000 barrels; The U.S. and Canada together have about 30,000,000,000 barrels.]
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Lesson Plan Grade Level ____5_________ Subject _Social Sciences_______ DATE _____ Day 6______ PRELIMINARY PLANNING PA Standards: Math : 2.6.5.B Use pictures, tallies, tables, charts, bar graphs, line graphs, diagrams, and graphs to organize, display, and analyze data. 2.6.5.D Compare data using multiple categories displayed in a graph.
History: 8.3.5.D Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of the United States.
Civics and Government: 5.3.5.G Describe how groups try to influence others. 5.3.5.F Examine different ways conflict can be resolved.
Pre-assessment: Students will be asked how much gas costs today, if anyone knows, the teacher will take a few answers from the class and will present the class with the actual amount for the day.
Objectives: By identifying the major oil-producing parts of the world, students will understand why trouble with Iraq can cause escalating oil and gas prices here in the United States. Individual Modifications: Walk around and make sure students are on task, help scaffold with Billy and Sally. If they are struggling allow a nearby students to work with them.
Critical Vocabulary: Petroleum Pie chart Fluctuate Embargo
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Materials: PDF reproducible: Read a Pie Chart PDF Reproducible: Oil Around the World
LEARNING SEQUENCE Description INTRO Introduction/Motivation/Focus Attention Time
As a class, read the paragraph at the top of the handout Oil Around The World. Explain that many factors can cause fuel prices to fluctuate. One factor is an anticipated drop in supply. That is, if people suspect that war with Iraq will make Arab nations less willing to sell oil to the United States in the near future, oil becomes more valuable and more costly. (The crude oil produced by these and other nations is refined to make heating oil, gasoline, and other fuels.) To demonstrate supply and demand, have a bag of candy available to distribute to the classbut make sure you have about five pieces fewer than you need for the whole class. Begin offering a candy to each student for one imaginary dollar apiece. As you work your way through the bag, announce when supply is beginning to look short. Ask students what might happen if you were dealing with real money and real transactions. Ask: Would the remaining buyers be willing to pay more to ensure that they got some of the scarce product? Would the seller (you) charge more to make up the profit lost to the shortage? How does the picture change when the item involved is not candy but oila product necessary to our way of life? Without oil, Americans could not get to work, heat their homes, etc. Time
Description THROUGH
Learning Activities (Input, Modeling, Checking for Understanding, Guided Practice, Independent Practice) What to Do: Distribute the reproducible and review how a pie chart provides information. Point out that each "slice" of the pie represents part of a whole. In this case, the whole is the world's total oil reserves. Explain that oil reserves are quantities of crude oil that are "recoverable." That means this oil can be retrieved and refined for use as heating oil, gasoline, etc. As students read the chart, invite them to find each specified country and continent on a world map. Check and discuss students' answers to the multiple-choice questions.

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Using ideas mentioned in the online article as well as their own research, have students discuss ways we could be less dependent on the Middle East and other nations for our energy needs. How could students help their families conserve energy? Time
Point out that people's fears about oil prices have roots in history. Back in the 1970s, Arab nations enacted an oil embargo. In response to war in the Middle East and America's support of Israel, they refused to sell oil to our nation. As a result, supply was short and prices skyrocketed. (Most experts do not foresee a full-scale embargo happening again, since most oil-producing nations need to keep selling their oil to keep their economies going.) Prices are often affected by wars and conflicts. POST INSTRUCTIONAL PLANNING
1. What levels of thinking (Bloom) did your lesson incorporate? Analyze, Evaluate,
2. How did you evaluate your students performance? Check for Understanding: Students will work in small groups to complete the handouts. Guided Practice: Teacher will walk around and help scaffold students needing assistance. Independent Practice:
3. In what ways have you included safeguards that all children will learn including second language learners and special needs students? 4. Total Participation Techniques: How did you make sure all students were engaged in your lesson? Mark high engagement strategies with an asterisk (*).
Visual students have the charts in front of them

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Audio- students are listening and talking Tactile- the candy makes supply and demand very real
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Day 7
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Lesson Plan
Grade Level 7
Subject
Social Studies
PRELIMINARY PLANNING
Day:
PA Standards: Reading R5.A.1.1.1: Identify and/or interpret meaning of multiple-meaning words used in text. R5.A.1.1.2: Identify and/or interpret a synonym or antonym of a word used in text. Civics and Gov. 5.2.5.C: Explain why individuals become involved in leadership and public service. Geography 7.2.5.A: Describe the characteristics of places and regions. Listening 1.6.5.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions Pre-assessment: Students will be asked what they have heard about Iraq in the news. Objectives: Students will be able to get acquainted with another culture by discussing and analyzing the book. All students will be expected to participate so accuracy should be 100%. Individual Modifications: Have Sally go near the beginning when asking all students for something so she can participate, there is no modifications for Billy. Critical Vocabulary: Dictator Ancient times Looters Materials: Alias Mission by Mark Alan Stamaty Something to write on thats large enough everyone can see Something to write with KWL charts
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INTRO Introduction/Motivation/Focus Attention Show the book to the students. Explain that the story takes place in Iraq. Ask students if they know where Iraq is. Ask students if they have heard anything about Iraq. Ask students what they think this book will be about. What can you see happening on the cover?
Description
THROUGH Learning Activities (Input, Modeling, Checking for Understanding, Guided Practice, Independent Practice) Start reading the book, checking with students for understanding. Ask the questions the book posses throughout the reading. (Leave about 5 minutes for the beyond).
Description
BEYOND Closure (Review, Check for Understanding, Summarize, Future Forecast, Transition) Have students return to their seats, provide students with a KWL chart and ask them to fill it in based on the discussion. Ask them for any questions they have from the reading so far. Ask all students. Write these questions down. Also, ask students for anything they found interesting. Students will be told we will read more of the book when we get time throughout the week.
POST INSTRUCTIONAL PLANNING
What levels of thinking (Bloom) did your lesson incorporate? Analyze Knowledge How did you evaluate your students performance? Check for Understanding: Questions will be asked throughout the lesson about vocabulary and general understand83
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ing. Guided Practice:
Independent Practice:
In what ways have you included safeguards that all children will learn including second language learners and special needs students? All students will be expected to participate in discussions or they will be called on. Total Participation Techniques: How did you make sure all students were engaged in your lesson? Mark high engagement strategies with an asterisk (*). Describe the instructional modes that you used in each of your activities (VAKT). Vary these in each lesson. Visual students will see the images in the book. Auditory- students will hear the book and hear their classmates discussing it. Describe the changes you would make if you taught this lesson again.
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Sample
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Day 8
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Total ____/ 16
Use the example from the book; Sittis Sectrets to guide your thinking.
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Lesson Plan Grade Level 5 Subject Social Studied

PA Standards: Writing 1.4.5.B: Write multi-paragraph informational pieces (e.g., essays, descriptions, letters, reports, instructions). Use relevant graphics (maps, charts, graphs, tables, illustrations, photographs). 1.4.5.C: Write persuasive pieces. Include a clearly stated position or opinion. Include supporting details, citing sources when needed. 1.5.5.A: Write with a clear focus, identifying topic, task, and audience. 1.5.5.B: Develop content appropriate for the topic. Gather, organize, and select the most effective information appropriate for the topic, task, and audience. Write paragraphs that have a topic sentence and supporting details 1.5.5.C: Organize writing in a logical order. Use appropriate transitions within sentences and between paragraphs. Include an identifiable introduction, body, and conclusion. 1.5.5.F: Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly. Use capital letters correctly. Punctuate correctly. Use correct grammar and sentence formation. 1.7.5.A: Identify differences in formal and informal language used in speech, writing, and literature. Civics and Government 5.2.5.C: Explain why individuals become involved in leadership and public service.
Pre-assessment: Students will be asked what Alia did in the book we read aloud in class yesterday. What are some other things that would be worth standing up for that we have learned about so far in our unit?
Objectives: Students will discuss how Alia moves all the books because she feels it is necessary, they then will write persuasive letters about something that they wish to change. Students will conclude by editing their letters. Individual Modifications: Sally and Billy will be given the option of choosing their own topic, or they can be assigned something simpler than most students are doing. Something to do with the way school is run may be simple enough to allow both of them to be able to successfully complete the assignment. Critical Vocabulary:
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Materials: Alias Mission Internet access for students Access to the letter generator Paper and pencils for brainstorming Board to brainstorm ideas with and something to write with
LEARNING SEQUENCE Description Time
INTRO Introduction/Motivation/Focus Attention If you could change any one thing about the school or the community, what would it be? Allow students time to think, then take volunteers and write their responses on the board. Accept all answers, but guide students into things that are realistic. After students have made a list, go through each option with the students and talk about how realistic it could be. Cross out any options that are not realistic or possible.
Description
Time
THROUGH Learning Activities (Input, Modeling, Checking for Understanding, Guided Practice, Independent Practice) Group students together, in groups of 4 or 5. Assign students to groups and have them move to different areas of the room so they can sit with their groups. Explain to students they will need to work together to write a letter about one of these topics the class came up with, (and did not cross out). Tell each group they will need to decide as a group their topic and brainstorm their ideas for the letter. Guide any groups needing help, walk around and assist groups who cannot seem to decide on what they want. After all groups, seem to have a topic, stop class to address the elements of a letter. Ask students to review what the parts of a letter are. Heading Salutation Intro Body Conclusion Closing
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BEYOND Closure (Review, Check for Understanding, Summarize, Future Forecast, Transition) Students should be writing their letters by the end of the period. Students will finish their letters and edit them during Writing.
POST INSTRUCTIONAL PLANNING
What levels of thinking (Bloom) did your lesson incorporate? Creating Students are writing their own letters. Evaluating Students are trying to find out reasons why their topic is important. Analyzing Students will need to analyze their letters for content. Applying Students will need to apply what they have learned about leadersh in order to get their point across. How did you evaluate your students performance? Check for Understanding: Students will be asked questions as they are working. Guided Practice: Students will work together to greate the letters. Independent Practice: In what ways have you included safeguards that all children will learn including second language learners and special needs students? Students are working in groups, Total Participation Techniques: How did you make sure all students were engaged in your lesson? Mark high engagement strategies with an asterisk (*). Describe the instructional modes that you used in each of your activities (VAKT). Vary these in each lesson. Students will see their choices on the board, they will work in small groups discussing what they plan on doing.
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Day 9
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Total ___/20
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95 For this project you are asked to turn in a copy of the sources you have used, so please keep track. To get you started looking for resources I will include two below, If you use them, please use the full link when you turn in your list of sources; however, I will shorten the URLs so the sites are easier to access.
The CIA World Fact Bookon the drop down list, select the country you are looking for. (https://www.cia.gov/library/publications/the-world-factbook/) Shortened URL: http://tinyurl.com/2h2e3k Notes:
Scholasticon the left there is a list of countries, select the one you are using. (http://teacher.scholastic.com/scholasticnews/indepth/war-iraq/troubled_region/index.asp?article=iran) Shortened URL: http://tinyurl.com/8yec7oe Notes:
Other Resources you found.
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Lesson Plan Grade Level 5 Day : 9 PRELIMINARY PLANNING PA Standards: Writing:
1.4.5.B: Write multi-paragraph informational pieces (e.g., essays, descriptions, letters, reports, instructions). 1.5.5.B: Develop content appropriate for the topic. Gather, organize, and select the most effective information appropriate for the topic, task, and audience. Write paragraphs that have a topic sentence and supporting details 1.8.5.A: Explain an inquiry-based process in seeking knowledge. 1.8.5.B: Conduct inquiry and research on self-selected or assigned topics using a variety of teacher-guided media sources and strategies. 1.9.5.A: Use media and technology resources for problem solving, self-directed learning, and extended learning activities.
Listening:
1.6.5.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions.
Civics and Gov.

5.2.5.C: Explain why individuals become involved in leadership and public service. 5.3.5.G Describe how groups try to influence others. 5.3.5.F Examine different ways conflict can be resolved.
Geography:

7.2.5.A: Describe the characteristics of places and regions. 7.3.5.A: Identify the human characteristics of places and regions using the following criteria: Population Culture Settlement Economic activities
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Political activities
Pre-assessment: Ask students to get out their KWL charts from Day 7(this is the day we read Alias Mission), from their folders. Objectives: Students will create a series of questions to ask that they can use later to guide their research. As a result, all students should have a place to start their research for their floats and brochures. Individual Modifications: The only two students who are doing Iraq are Billy and Sally because we have already done a ton on Iraq in our unit. Critical Vocabulary:
Materials: Rubric for brochure Rubric for float Students eventually are going to need a shoebox KWL Charts from day 7 (Alias Mission) Paper and pencils to write the questions
LEARNING SEQUENCE Description INTRO Introduction/Motivation/Focus Attention Rubrics will be handed out, gone over and additional questions will be answered. Students will be told they will be making a float and a brochure for a country in the Middle East. The Middle East is the area of our focus because there is a lot of conflict involving the Middle East and most students do not know much about it. Students will draw from a hat one of the following countries: Time
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v v v v v
Iran Saudi Arabia United Arab Emirates Yemen Oman
v v v v v
Kuwait Qatar Turkey Jordan Egypt
Description THROUGH
Time
Learning Activities (Input, Modeling, Checking for Understanding, Guided Practice, Independent Practice) Create small groups of students based on what country they are working on. Tell students to come up with additional questions you would like to know about the culture you are going to learn more about. Have students write them down on a sheet of lined paper. Walk around the room and encourage students to think about sports, games, family, and religion.
Description BEYOND Closure (Review, Check for Understanding, Summarize, Future Forecast, Transition) Ask students to return to their seats. Ask students to share their questions they came up with Write the ideas on the board
Time
Tell students to write down ideas from other groups as well. Collect the paper from each group to photocopy it later for the rest of the students in the group. Ask students what sources they could use to find the answers to their questions. Challenge students to give examples. Ask students what might be easy to find and what they think may be difficult.

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What ways would be more realistic than other ways?
POST INSTRUCTIONAL PLANNING 1. What levels of thinking (Bloom) did your lesson incorporate? Creating: students are creating a list of questions to ask. Evaluate: students are being asked to evaluate how realistic their methods of finding information are, as well as, how they plans to discover the information.
2. How did you evaluate your students performance? Check for Understanding:
Guided Practice: Students are being asked to think about other topics as the teacher is observing group work. Independent Practice:
Visual: ideas in the discussion at the end are being written down. Auditory: students are discussing ideas in groups
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D ay 10
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Lesson Plan Grade Level 5 Day : 10

PA Standards: Writing: 1.4.5.B: Write multi-paragraph informational pieces (e.g., essays, descriptions, letters, reports, instructions). 1.5.5.B: Develop content appropriate for the topic. Gather, organize, and select the most effective information appropriate for the topic, task, and audience. Write paragraphs that have a topic sentence and supporting details 1.8.5.A: Explain an inquiry-based process in seeking knowledge. 1.8.5.B: Conduct inquiry and research on self-selected or assigned topics using a variety of teacher-guided media sources and strategies. 1.8.5.C: Produce an organized product that presents findings, draws reasonable conclusions, and gives proper credit to sources. 1.9.5.A: Use media and technology resources for problem solving, self-directed learning, and extended learning activities. 1.9.5.B: Understand and evaluate media as a source of information and entertainment. Civics and Government: 7.2.5.A: Describe the characteristics of places and regions. 7.3.5.A: Identify the human characteristics of places and regions using the following criteria: Population Culture Settlement Economic activities Political activities Listening:
Pre-assessment: Yesterday we ended class by discussing how we would find the answers to these questions. What would make this easier? Objectives: Students will begin finding information for their research projects and all students will have at least 2 interesting things by the end of the period and initiated contact with a pen pal. Individual Modifications: Sally should be paired up with a girl, for pen pals. Maybe a younger girl than her age if at all possible. Billy should not need any additional modifications. Critical Vocabulary:
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Materials: Internet access "Global Penfriends." Global Penfriends. N.p., n.d. Web. 21 Nov. 2011. <http:// www.globalpenfriends.com/index.php?page=index>. Students need to use their already existing blogs. Student resources page
LEARNING SEQUENCE Description Time
INTRO Introduction/Motivation/Focus Attention Students will be setting up accounts on "Global Penfriends." Global Penfriends. N.p., n.d. Web. 21 Nov. 2011. <http://www.globalpenfriends.com/index.php?page=index>. Students will be sending a smile to someone from the country they are assigned and awaiting a reply. *
Description
Time
THROUGH Learning Activities (Input, Modeling, Checking for Understanding, Guided Practice, Independent Practice) Students will be using the additional time in class using the resources they came up with or on the handout to start searching for the questions they have found.
Description
Time
BEYOND Closure (Review, Check for Understanding, Summarize, Future Forecast, Transition) Students will use the last 10 minutes of class to post on their blogs some things they have learned about their country (at least two) they are researching, and then what was helpful in conducting research. * Students will then be asked to read a few other class members blogs and comment on them. *
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What levels of thinking (Bloom) did your lesson incorporate? Understanding: students need to locate information. Evaluate: Students need to evaluate the information they are gathering Creating: students are writing about what they learned to share with their peers How did you evaluate your students performance? Check for Understanding: Students are to comment on 2-3 of their peers blog entries with feedback. Guided Practice:
Independent Practice: Students are reporting their progress on their blogs. In what ways have you included safeguards that all children will learn including second language learners and special needs students?
Total Participation Techniques: How did you make sure all students were engaged in your lesson? Mark high engagement strategies with an asterisk (*). Describe the instructional modes that you used in each of your activities (VAKT). Vary these in each lesson. Tactile: students are finding their own information and using it Describe the changes you would make if you taught this lesson again.
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Day 11
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Explanatory Writing
Student name ___________________
How would you explain something to someone who has no idea what you are talking about accurately so they know what you are saying? In this unit so far there are some things you have came across you dont understand. Other people feel this way about our culture too.
Total ____/16
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Lesson Plan Grade Level 5th Day: 11 PRELIMINARY PLANNING PA Standards: Writing: 1.4.5.B: Write multi-paragraph informational pieces (e.g., essays, descriptions, letters, reports, instructions). Use relevant graphics (maps, charts, graphs, tables, illustrations, photographs). 1.5.5.A: Write with a clear focus, identifying topic, task, and audience. 1.5.5.B: Develop content appropriate for the topic. Gather, organize, and select the most effective information appropriate for the topic, task, and audience. Write paragraphs that have a topic sentence and supporting details 1.5.5.C: Organize writing in a logical order. Use appropriate transitions within sentences and between paragraphs. Include an identifiable introduction, body, and conclusion. 1.5.5.D: Write with an understanding of style, using a variety of sentence structures and descriptive word choices (e.g., adjectives, nouns, adverbs, verbs) to create voice. Include specific details that convey meaning and set a tone. 1.5.5.E: Revise writing to improve organization and word choice: check the logic, order of ideas, and precision of vocabulary. 1.5.5.F: Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly. Use capital letters correctly. Punctuate correctly. Use correct grammar and sentence formation.
Technology: 2. Communication and Collaboration c. develop cultural understanding and global awareness by engaging with learners of other cultures.
Listening:
Pre-assessment: Who has heard back from their pen pals? o

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When?
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Who hasnt?
Objectives: Students will create an instructional piece to share knowledge about their culture with another culture. Explanations will be clearly understood 90% of the time. Individual Modifications: Sally and Billy will be given ideas that are relevant to them and more simple than something like a sport. Critical Vocabulary:
Materials: Somewhere to write visible to all students Paper Pencils Colored pencils or pens for proofreading Internet access
LEARNING SEQUENCE Description INTRO Introduction/Motivation/Focus Attention Read aloud: 1. Open refrigerator, locate a jar of jelly (the fruit flavored, edible kind...you wouldn't seriously keep any other kind of jelly in the fridge would you?). Remove and set on table or counter. Time
2. Open silverware drawer (or, if you're like me, and your silverware never gets put away, walk over to the dish drainer or dishwasher. If your silverware is in the dishwasher, hook your fingers under the latch and pull at the door.) Remove one knife and one spoon. Set on counter next to jar of jelly.
3. Locate a jar of peanut butter. It may be in your cupboard or pantry. (or, if your teenager was up late studying the night before, check his/her room, on or near a desk) Place on table or counter, with jelly and silverware.
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4. Locate a loaf of bread. This should be in your pantry, in a breadbox, a cupboard or it could be on top of your refrigerator or a kitchen counter. (If your teen was up late studying the night before, see step 3.)
5. Now, all we need is a plate, napkin or paper towel. Or a coffee filter if all the plates are dirty and you're out of napkins and paper towels. (It's your kitchen, find whichever). Bring whatever you'll be using for a plate to the table or counter with the peanut butter, jelly, bread and silverware.
6. Now, find the end of the loaf of bread where its plastic bag wrapper opens. The wrapper will be gathered close to the bread with a small, brightly colored wire known as a "twist tie". Fiddle with twist tie until it is untwisted. Do not be fooled by the name of this little wire. Sometimes undoing it involves twisting one way or another, but sometimes you just have to do whatever you can to get it undone.
7. Reach into the bag and pull out two units of bread. These are called "slices". Someone was nice enough to cut the loaf into these "slices" before the loaf of bread was put on the store shelf where you picked it up in the first place. (If you're one of those people that bake your own, you'll have to take an extra step here...find the bread knife and cut two slices from the loaf, if you didn't slice the whole loaf before you put it in the bag. Also, if you have time to bake your own bread, I don't like you). Place the two slices on your "plate".
8. Put the "twist tie" back the way you found it if you can.
9. Holding the jar of peanut butter with one hand (the left one if you're right handed, the right one if you're left handed) place your other hand on top of the peanut butter jar where you'll be removing the "lid" (This is the plastic disc that covers the contents of the jar), palm down, letting your fingers rest on the sides of it. Apply pressure to the sides of the lid with your fingers and turn the lid counterclockwise. Lift lid from jar and lay it on table or counter.
10. Pick up the knife and grasp in your right hand (if you're not a southpaw). Again, anchor jar by holding it with the hand you're not holding the knife in. Plunge knife into jar and scoop up generous amount of the smooth or crunchy gooey brown yummy stuff inside. Remove anchoring hand from peanut butter jar and pick up one of the slices of bread.
11. Place the knife full of peanut butter over the slice of bread so that the scoop of peanut butter just touches it and smooth the stuff carefully onto the flat surface of one side of the bread. Set the
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now peanut buttered slice of bread onto whatever you are using for a "plate". Peanut butter side up.
12. Repeat step 9 with jar of jelly. Caution: Sometimes this process can be more difficult with jelly jar lids.
13. Pick up spoon in whichever of your hands is the dominant one, and insert spoon into jar. Scoop generous amount of jelly into spoon and lift out of jar.
14. Take un-peanut buttered slice of bread into your nondominant hand, and carefully turn spoonful of jelly onto it. Spread gently and carefully. Lay the slice of bread, jelly side down, on top of the slice you have "peanut buttered". Press the two slices of bread together gently to seal.
15. I'm not gonna try to tell you how to put the bread, peanut butter and jelly away, or what to do with the dirty dishes after you've finished making the sandwich. I tried to teach my kids that, and either they didn't listen, or I didn't explain it well enough. Geez, I'm hungry now.... (Authors, Online. "How to Make a PB & J Sandwich - Writing.Com." The Online Community for Writers - Writing.Com. N.p., n.d. Web. 30 Nov. 2011. <http://www.writing.com/main/view_item/ item_id/382811-How-to-Make-a-PB--J-Sandwich>.)
How would you explain something to someone who has no idea what you are talking about? What are some things you do in a day that your pen pal may not understand?
Description THROUGH
Time
Learning Activities (Input, Modeling, Checking for Understanding, Guided Practice, Independent Practice) Students will be brainstorming ideas on the board at the beginning of this stage. Students will then write their directions or explanations. Time
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Students will work in small groups to edit and proofread one anothers explanations. They should read them aloud and discover what needs more explanation and what was done well. When they are finished, they will type them up and post them to their blogs. The final step will be to email them to their pen pals. POST INSTRUCTIONAL PLANNING
1. What levels of thinking (Bloom) did your lesson incorporate? Analytical Students are asked to analyze the simple things they do every day from someone elses perspective. Remembering- it requires students to remember that they are explaining this to someone who may have no idea what they are talking about. Understanding- it requires students to try to understand from someone elses perspective. Applying- it requires students to apply what they know from cultural perspectives to write about something that would be foreign to their pen pals. Evaluating students are asked to evaluate each others work in order to check for accuracy.
2. How did you evaluate your students performance? Check for Understanding: Guided Practice: Students will work together to check for problems and to edit their papers. Independent Practice: Students blog posts of their explanations will be graded based on a rubric. 3. In what ways have you included safeguards that all children will learn including second language learners and special needs students?
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Auditory- students listen to an example, and work together to edit and collaborate on ideas.
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D ay 12
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Lesson Plan Grade Level 5 Day: 12 PRELIMINARY PLANNING PA Standards: Geography: 7.2.5.A: Describe the characteristics of places and regions. 7.3.5.A: Identify the human characteristics of places and regions using the following criteria: Population Culture Settlement Economic activities Political activities Pre-assessment: Writing: R5.B.1.2.1: Identify, explain, interpret, compare, describe, and/or analyze connections between texts. R5.A.2.3.1: Make inferences and/or draw conclusions based on information from text. 1.8.5.A: Explain an inquiry-based process in seeking knowledge. 1.8.5.B: Conduct inquiry and research on self-selected or assigned topics using a variety of teacher-guided media sources and strategies. 1.8.5.C: Produce an organized product that presents findings, draws reasonable conclusions, and gives proper credit to sources.
Listening:
Pre-assessment: Ask students if anyone has checked to see if their pen pals have replied. Have all students check to see.
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Objectives: Students will continue finding facts and information for their research projects, all students will be required to find 2-3 more facts for their projects. Individual Modifications: Billy and Sally are doing Iraq and can get assistance if needed. Critical Vocabulary:
Materials: Rubrics (blog, brochure, float) Internet access for all students o Students need to have access to their blogs and their pen pal accounts
LEARNING SEQUENCE Description INTRO Introduction/Motivation/Focus Attention Ask students to log into their Pen Pal accounts. Ask students who has heard from their pen pals. Have those students share with their classmates anything interesting they told them about themselves. Ask about the class whose blogs they read from yesterdays class, and share what they have learned. Time
Description THROUGH
Time
Learning Activities (Input, Modeling, Checking for Understanding, Guided Practice, Independent Practice) Students are to use the class time to reply to pen pals, and conduct research of their own. Time
Description BEYOND
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Closure (Review, Check for Understanding, Summarize, Future Forecast, Transition) Ask the other of the class what they learned from todays research time. Have them share with the class. Ask students to post findings on their blogs and for homework comment on one anothers posts. POST INSTRUCTIONAL PLANNING 1. What levels of thinking (Bloom) did your lesson incorporate?
Remembering students need to remember the information to write about it on their blogs. Understand students are going to be paraphrasing information and not directly quoting. Analyze students will be analyzing other students work.
2. How did you evaluate your students performance? Check for Understanding: Students will post on their blogs. Blogs will be graded according to the rubric. Guided Practice: Students will add their information to the group work, and their performance will be evaluated at the end of the unit. Independent Practice:
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Visual: Students are conducting their own research. Auditory: Students are sharing ideas with one another of what to include.
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D ay 13
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Lesson Plan Grade Level: 5 Day: 13 PRELIMINARY PLANNING PA Standards: Geography: 7.2.5.A: Describe the characteristics of places and regions. 7.3.5.A: Identify the human characteristics of places and regions using the following criteria: Population Culture Settlement Economic activities Political activities Pre-assessment:
Arts and Humanities: 9.1.5.A: Know and use the elements and principles of each art form to create works in the arts and humanities (Visual Arts: color form/shape line space texture value) (Visual Arts: balance contrast emphasis/focal point movement/rhythm proportion/scale repetition unity/harmony)
Writing: R5.A.2.3.1: Make inferences and/or draw conclusions based on information from text. 1.8.5.A: Explain an inquiry-based process in seeking knowledge. 1.8.5.B: Conduct inquiry and research on self-selected or assigned topics using a variety of teacher-guided media sources and strategies. 1.8.5.C: Produce an organized product that presents findings, draws reasonable conclusions, and gives proper credit to sources.
Listening:
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Objectives:
Students will demonstrate their knowledge they have gathered over the last two weeks by creating a brochure and a float with 80% accuracy. Individual Modifications: Assistance will be given if needed. Critical Vocabulary:
Materials: Microsoft publisher Markers Paints Objects (bark, fake trees, foam, construction paper, anything of the sort that is easy and cheap to get ahold of, ask students to bring in objects as well that they may have access to) Shoe boxes (1 for each group) Both rubrics for floats and brochures
LEARNING SEQUENCE Description INTRO Introduction/Motivation/Focus Attention Students will work in the groups from before with people working on the same country. They will share the things they found interesting with other members of their group. They will also share any correspondences from their pen pals. Students will be reminded of the project guidelines. Both students will be creating a brochure for the country they have been assigned. Students will share their findings and collaboratively design a float for their project using the rubric provided. Time
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Description THROUGH
Time
Learning Activities (Input, Modeling, Checking for Understanding, Guided Practice, Independent Practice) Students will use Microsoft publisher, or create their brochures by hand. They will have the bulk of the period to do so. Time
Description BEYOND Closure (Review, Check for Understanding, Summarize, Future Forecast, Transition) Students will share their brochures with the members of their groups. Students will edit one anothers brochures. POST INSTRUCTIONAL PLANNING 1. What levels of thinking (Bloom) did your lesson incorporate? Create students are to be creating their own floats and brochures.
2. How did you evaluate your students performance? Check for Understanding: Walking around, observing, and asking questions Guided Practice: Students work together on their floats, which will be graded as a group grade. Independent Practice: Brochures will be graded individually. 3. In what ways have you included safeguards that all children will learn including second language learners and special needs students?
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Visual- students are making the float which will be a visual to their classmates Auditory- students are going to need to discuss with their group members. Tactile- Students are designing their floats with whatever materials they want to use.
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D ay 14
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Name
What is two things you learned?
Find two different thing from each of your group members.
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Your name: 124
Who did you work with
What is the same?
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Lesson Plan Grade Level: 5 Day: 14 PRELIMINARY PLANNING PA Standards: Geography: 7.2.5.A: Describe the characteristics of places and regions. 7.3.5.A: Identify the human characteristics of places and regions using the following criteria: Population Culture Settlement Economic activities Political activities
Pre-assessment: How are everyones floats and brochures? Is everyone finished? If not, you need to finish it today. We are presenting tomorrow. Objectives: Students will share their findings throughout the unit and demonstrate knowledge of the topic. 80% of students will be able to make positive contributions to class discussion. Individual Modifications: Both Sally and Billy will stay with someone from their original groups so other students can get the input from that country; however, they will still be participating. Critical Vocabulary:
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Materials: Group worksheets Individual worksheets Venn-Diagram
LEARNING SEQUENCE Description INTRO Introduction/Motivation/Focus Attention Students will be asked to sit with their groups they were in for the assigned countries. Students will discuss what they have found so far, and fill out a worksheet on what they found about their country they have been discussing. Remind students that each student should be filling out their own and doing an excellent job of it because they are going to be the experts. Students will then be scattered so they are not working with the same people they have been for the project. Time
Description THROUGH
Time
Learning Activities (Input, Modeling, Checking for Understanding, Guided Practice, Independent Practice) Students will then sit in the different groups assigned to them. Groups will be combined to make groups of 4-5 students. Students will each go over their sheets to their group members. Students will create a Venn diagram to show similarities and differences they have found.
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Students will then meet up with another group, and share their findings. Teacher will pull up a Venn-Diagram on the Smart board. Students will be asked to share their findings, each student being asked to share one thing they talked about. POST INSTRUCTIONAL PLANNING
Remembering students need to remember what they have learned throughout the unit Understanding students need to understand what they are talking about Applying students need to apply what they have learned to an overall context Analyzing- students need to compare and contrast their findings Evaluating Students need to evaluate what they feel is important
2. How did you evaluate your students performance? Check for Understanding:
Guided Practice: Students will be working in small groups, students will need to be prepared or it will be obvious. Independent Practice: There are no formal assessments, but it should be obvious if someone has not been keeping up. 3. In what ways have you included safeguards that all children will learn including second language learners and special needs students?
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Auditory students are discussing in small groups. Visual students are seeing the diagrams both on their papers and on the board
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D ay 15
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Attention Miss Frenchs 5th grade students:
Co me Jo i n Us a t t h e Cu l tu ra l Fa i r
Miss Frenchs 5th grade class
Miss French
Questions? Call (570) 888-8888
As a part of our unit on the military and the conflicts the U.S. military is involved in we have been doing research projects on other cultures, because our unit has focused on conflicts we are involved in as a country our fair consists of countries in the middle east. All of the students in our class are working very hard and would like to be able to share their findings with parents! If you are interested it will be next Friday at 1:30 in our classroom.
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Lesson Plan Grade Level: 5 Day: 15 PRELIMINARY PLANNING PA Standards: Geography: 7.2.5.A: Describe the characteristics of places and regions. 7.3.5.A: Identify the human characteristics of places and regions using the following criteria: Population Culture Settlement Economic activities Political activities Pre-assessment: Listening: 1.6.5.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions.
Pre-assessment: All students should have already handed in: Works Cited Brochures All groups should have prepared a float.
Objectives: Students will show their expertise of what they have learned and be able to tell others what they did for their projects with 100% accuracy.
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Individual Modifications: Billy and Sally will have to participate like everyone else. There will be an aid nearby keeping an eye on Billy and helping them stay on task. Critical Vocabulary:
Materials: Student brochures were due at the beginning of the day before this time. Copies should have been returned to students Flyers for parents and other classes (should have been distributed already) Students should be handing in Works cited pages. LEARNING SEQUENCE Description INTRO Introduction/Motivation/Focus Attention We will go around the room and each student will tell the most interesting thing they have learned by doing this project. In the meantime, all students will be setting their floats on the tables and putting their brochures out. Students should fold their brochures into a tri fold. Time
Description THROUGH
Time
Learning Activities (Input, Modeling, Checking for Understanding, Guided Practice, Independent Practice) Students will stand next to their partners answering questions about their research and findings. Parents and other students will come around and listen to their presentations. Teacher will walk around and overhear each presentation. Teacher will evaluate each group while doing so. Time
Description
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BEYOND Closure (Review, Check for Understanding, Summarize, Future Forecast, Transition) Students will share their floats with the class before returning to normal class schedules. POST INSTRUCTIONAL PLANNING 1. What levels of thinking (Bloom) did your lesson incorporate?
Apply students are applying the knowledge they have gathered during this unit to demonstrate it to other people.
2. How did you evaluate your students performance? Check for Understanding: Students are telling people looking at their brochures and floats about what they found. They also are answering questions that are being asked to them. There will be a rubric for this presentation. Guided Practice:
Independent Practice: Each students brochure is being evaluated individually. 3. In what ways have you included safeguards that all children will learn including second language learners and special needs students?
Visual students are looking at each others floats to enrich their knowledge.
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Teacher Resources
Lesson Plans/Ideas: Lesson Plans 3-5. (n.d.). 9/11 Memorial. Retrieved September 28, 2011, from www.911memorial.org/lesson-plans-3-5 Scholastic. (n.d.). Scholastic News In-depth: Rebuilding Iraq. Teaching Resources, Children's Book Recommendations, and Student Activities | Scholastic.com. Retrieved October 7, 2011, from http://teacher.scholastic.com/scholasticnews/indepth/war-iraq/lesson_helper/ index.asp?article=tips Social Studies Lesson Plans and Resources. Welcome to Cloudnet! Retrieved October 7, 2011, from http://www.cloudnet.com/~edrbsass/edsoc.htm Students, M. E. (n.d.). Teachable Moment - About Us. Teachable Moment - free lesson plans and topical activities for k - 12. Retrieved October 7, 2011, from http:// www.teachablemoment.org/9-11anniversary.html Additional Knowledge and examples Authors, Online. "How to Make a PB & J Sandwich - Writing.Com." The Online Community for Writers - Writing.Com. N.p., n.d. Web. 30 Nov. 2011, from http://www.writing.com/main/ view_item/item_id/382811-How-to-Make-a-PB--J-Sandwich Quick Facts. (n.d.). Career Kokua. Retrieved December 7, 2011, from http:// www.careerkokua.org/ce/mi/employment/article.cfm?id=1
Music and Video: "The Ants Go Marching song and lyrics from KIDiddles." Children's Songs with Downloadable Kids Music - songs and lyrics from KIDiddles. N.p., n.d. Web. 1 Dec. 2011, from http:// www.kididdles.com/lyrics/a009.html
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dezi28. "THE ANTS GO MARCHING - with lyrics - YouTube ." YouTube - Broadcast Yourself. . N.p., n.d. Web. 1 Dec. 2011, from http://www.youtube.com/watch?v=1b3prAmX9WU ITS (Producer). (2002). The Changing Face of War. [Video Segment]. Available from http:// www.discoveryeducation.com/ MacNeil Lehrer (Producer). (2009). The PBS NewsHour: In Iraq and Afghanistan, Military Relies on Robots. [Full Video]. Available from http://www.discoveryeducation.com/ Online Tools: "Home." Blogger. Google, n.d. Web. 29 Nov. 2011, from http://blogger.com "Global Penfriends." Global Penfriends. N.p., n.d. Web. 21 Nov. 2011, from http:// www.globalpenfriends.com/index.php?page=index RubiStar Home . (n.d.). RubiStar Home . Retrieved December 7, 2011, from http:// rubistar.4teachers.org/ "Letter Generator." Read Write Think. International Reading Association, n.d. Web. 21 Nov. 2011, from www.readwritethink.org /files/resources/interactives /letter_generator/ TinyURL.com - shorten that long URL into a tiny URL. (n.d.). TinyURL.com - shorten that long URL into a tiny URL. Retrieved December 7, 2011, from http://tinyurl.com "Venn Diagram, 2 circles." ReadWriteThink. N.p., n.d. Web. 21 Nov. 2011, from http:// www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-circles30006.html
Books:
Nye, N. S., & Carpenter, N. (1994). Sitti's secrets. New York: Four Winds Press. This is a trade book all students will be reading during this unit. Nye, Naomi Shihab. Habibi. New York: Simon & Schuster Books for Young Readers, 1997.
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Print. This is a trade book that would be available for students to read. Stamaty, Mark Alan. Alia's mission: saving the books of Iraq : inspired by a true story. New York: Alfred A. Knopf :, 2004. Print. This book we will be using for story time, but will also be available for students to read on their own. Having copies for the whole class would be ideal.
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Student Resources
Books: Clinton, C. (2002). A Stone in My Hand. Cambridge : Candlewick Press. This is a trade book about a young girl living in Palestine; it gives the reader a perspective of the war other than his or her own. The story follows a girl through her daily life as she watches her brother join a terroristic organization, and watches the war destroy her home. This book is a banned book, however provides insight for students of another culture. Heide, Florence Parry, Judith Heide Gilliland, and Ted Lewin. Sami and the time of the troubles. New York: Clarion Books, 1992. Print. This is a trade book that would be available for students to read. Nye, N. S., & Carpenter, N. (1994). Sitti's secrets. New York: Four Winds Press. This is a trade book all students will be reading during this unit. Nye, Naomi Shihab. Habibi. New York: Simon & Schuster Books for Young Readers, 1997. Print. This is a trade book that would be available for students to read. Stamaty, Mark Alan. Alia's mission: saving the books of Iraq : inspired by a true story. New York: Alfred A. Knopf :, 2004. Print. This book we will be using for story time, but will also be available for students to read on their own. Having copies for the whole class would be ideal.
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Online Tools: "Home." Blogger. Google, n.d. Web. 29 Nov. 2011. <blogger.com>. Students will be creating their own blogs to track their progress on what they have learned throughout the unit. "Letter Generator." Read Write Think. International Reading Association, n.d. Web. 21 Nov. 2011. <www.readwritethink.org /files/resources/interactives /letter_generator/>. This site allows students to format a letter without trouble and later print them out. "Venn Diagram, 2 circles." ReadWriteThink. N.p., n.d. Web. 21 Nov. 2011. <http:// www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-circles -30006.html>. This application provides an interactive way of creating Venn Diagrams for organizing information. Students will be using it online for organizing their thoughts during one of the lessons. "Global Penfriends." Global Penfriends. N.p., n.d. Web. 21 Nov. 2011. <http:// www.globalpenfriends.com/index.php?page=index>. This site allows students to find pen pals from other backgrounds than their own, it does not require students to give out personal information because it allows them to communicate from the website.
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Suggested Resources: "Scholastic News - Rebuilding Iraq." Scholastic | Children's Books and Book Club | Scholastic.com. Scholastic News, n.d. Web. 25 Nov. 2011. <http://teacher.scholastic.com/ scholasticnews/indepth/war-iraq/>. Scholastic offers a lot of useful background information on the countries of the Middle East on these pages. Students can use this for their research purposes.
"The World Fact Book." CIA. CIA, n.d. Web. 25 Nov. 2011. <https://www.cia.gov/library/ publications/the-world-factbook/>. The CIA Fact Book also offers a lot of useful information for background information as well as maps. Again, students can use this for research purposes for they will need to find background information.
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1

Mil ita ry a n d C o n flic ts

1.9.5.B: Understand and evaluate media as a source of information and entertainment.

Culture Settlement Economic activities Political activities

2.6.5.D Compare data using multiple categories displayed in a graph.

Science and Technology:

Special Needs Students:

Unit: The U.S. Military Today

M i li t ary and Conf li cts

Base Boot camp Infantry Reconnaissance

Sortie Troops Army Navy

Marines Air Force Soldiers Sailors

LEARNING SEQUENCE Description INTRO Introduction/Motivation/Focus Attention Time

1. What levels of thinking (Bloom) did your lesson incorporate?

2. How did you evaluate your students performance?

Check for Understanding:

Attention Miss Frenchs 5th grade students:

P leas e Wear Sneak ers an d A p p ro p ri at e C lot hi ng Tom o rro w!

Does anyone know how many months that is?

Kinesthetic: Students are doing the obstacle course.

1. What levels of thinking (Bloom) did your lesson incorporate?

Remembering students are asked to remember the basics

Visual PowerPoint Audio small group discussion

Geography: 7.2.5.A: Describe the characteristics of places and regions.

Materials: o Index cards o Roots of the Conflict Handout

Critical Vocabulary: Petroleum Pie chart Fluctuate Embargo

LEARNING SEQUENCE Description INTRO Introduction/Motivation/Focus Attention Time

Visual students have the charts in front of them

83 LEARNING SEQUENCE Description

ing. Guided Practice:

Lesson Plan Grade Level 5 Subject Social Studied

LEARNING SEQUENCE Description Time

Other Resources you found.

Lesson Plan Grade Level 5 Day : 9 PRELIMINARY PLANNING PA Standards: Writing:

Civics and Gov.

Iran Saudi Arabia United Arab Emirates Yemen Oman

Kuwait Qatar Turkey Jordan Egypt

What ways would be more realistic than other ways?

Lesson Plan Grade Level 5 Day : 10

LEARNING SEQUENCE Description Time

103 POST INSTRUCTIONAL PLANNING

Student name ___________________

Pre-assessment: Who has heard back from their pen pals? o

What is two things you learned?

Find two different thing from each of your group members.

Your name: 124

Who did you work with

What is the same?

Materials: Group worksheets Individual worksheets Venn-Diagram

1. What levels of thinking (Bloom) did your lesson incorporate?

Attention Miss Frenchs 5th grade students:

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