Kansas Prairie Homes No. P-7
|
|
- Kerry Allen
- 1 years ago
- Views:
Transcription
1 First Grade Kansas Prairie Homes No. P-7 Overview This lesson will show the connection between settlers in Kansas and the environment. Students will learn how settlers adapted to living in Kansas by learning about the houses they built. In reading the texts as a class, the students will practice choral reading. This lesson is recommended as an extension of the American Indians Homes in Kansas Read Kansas lesson (P-6). This lesson can be completed in six class periods or can be combined and completed in fewer days. Standards History: Benchmark 2, Indicator 5 The student identifies types of shelter used by early Kansas families (e.g., dugouts, sod houses, log cabins, frame houses). Geography Benchmark 5, Indicator 2 The student describes how the physical environment impacts humans (e.g., choices of clothing, housing, crops, recreation). Reading: Benchmark 2, Indicator 4 The student uses knowledge of sentence structure to read fluently at instructional or independent reading levels. Objectives Content: The student demonstrates knowledge of the fact that settlers in Kansas built homes from available resources. The student identifies differences and similarities among types of settlers homes in Kansas. Skills: The student participates in choral reading. The student retells expository information. Essential Questions In what ways were settlers homes different? How does the availability of natural resources influence our lives? (If used with Read Kansas Lesson P-6) What are the similarities between Native American houses and settlers houses? The Read Kansas project was created by the Kansas State Historical Society in cooperation with the Kansas Health Foundation through their support of the Kansas Territorial Sesquicentennial Commission and the Kansas State Department of Education. 2006
2 Activities This activity uses the following Read Kansas cards: Building a Log Cabin Building a Sod House Building a Dugout Building a Frame House Day 1 1. Begin the lesson by introducing the topic of settlers in Kansas and that some of their homes looked different than ours do today, but they served the same purpose. Explain about long ago and today. Give examples of things that happened long ago (e.g., their great-great-great-grandparents were born, explorer Christopher Columbus sailed to America, people used horses instead of cars for transportation) and today (e.g., they are in first grade, the year is 20, they ride in cars and school buses). Explain that many settlers built their homes from things found in nature, such as grass, dirt, and sod. These are called natural resources. 2. Start by showing the students the front of the Building a Log Cabin card. Read the teacher s script for establishing prior knowledge on page 4. The information the students hear will assist them in reading on their own. 3. Provide each student with a copy of Building a Log Cabin. Read the card out loud as a class several times (choral reading). Have each student read the card to a partner. 4. Have the students complete sentence 1 on the Prairie Homes worksheet. Save the worksheet for the next day s lesson. 5. If you have already done the Read Kansas Lesson P-6 (American Indian Homes in Kansas) with your class, ask the students to compare and contrast how Indians used natural resources to build their homes compared to the settlers. Day 2 1. Repeat Day 1 activities using the Building a Sod House card and the teacher s script for establishing prior knowledge on page 4. Students should complete sentence 2 on the Prairie Homes worksheet. 2. If your class has done Lesson P-6, ask students to find similarities and differences between the sod house and the Pawnee house. Day 3 1. Repeat Day 1 activities using the Building a Dugout card and the teacher s script for establishing prior knowledge on page 4. Students should complete sentence 3 on the Prairie Homes worksheet. 2. If your class has done Lesson P-6, ask students to find similarities and differences between the dugout and the Pawnee house. P-7 Kansas Prairie Homes Kansas State Historical Society
3 Day 4 1. Repeat Day 1 activities using the Building a Frame House card and the teacher s script for establishing prior knowledge on page 5. Students should complete sentence 4 on the Prairie Homes worksheet. Day 5 1. Remind the students that settlers made houses from the resources available to them. Sometimes they used natural resources. Sometimes other resources were available, such as lumber from nearby sawmills or brought in by railroads. This was a resource, however, that they could not produce themselves. For most rural settlers, cut lumber for frame houses was brought to them on the railroad. 2. Play the Kansas Prairie Homes Memory Game. Have the students cut out the game pieces. They will have four pieces that depict houses and four pieces that depict Kansas resources. The object of the game is to match the house to the resource. Have students turn their cards face down. Pick a card and then pick a second card trying to match the correct house to the correct resource. If the cards match, put them aside. If they do not match, turn them face down and put them back in the game. To finish the game, students must match all four pairs. Save the game pieces. Day 6 1. Pass out a copy of the Where did they live? map worksheet to all students. Study the map as a class. Find the following: Where are the trees in Kansas? Where is the prairie in Kansas? Where are the low hills in Kansas? Where are the railroads in Kansas? 2. Have the students use the cards of the houses that they cut out for the memory game. There are four pieces. Have the students glue the correct house card over the square showing the appropriate resource. Assessment 1. Evaluate the students ability to correctly complete the Prairie Homes worksheet. 2. Observe the students ability to match the house with the resource in the Prairie Homes Memory Game. 3. Evaluate the students ability to place the correct house on the correct resource on the Where did they live? worksheet. No. P-7 Kansas Prairie Homes Kansas State Historical Society
4 For the Teacher What follows is the script to activate prior knowledge before the students read the respective card. Script For Activating Prior Knowledge Building a Log Cabin If I lived in a log cabin, my house would be built from trees. Long ago, Kansas was a big, open land. There were no cities or towns and no stores. Many early settlers arrived in covered wagons. They lived in their wagons until they built a house. Some settlers built homes from trees that they cut into logs. Trees grow well in eastern Kansas. There is more rainfall and there are more rivers. The early settlers cut down trees to make their homes. The ends of the logs had to be notched so they would make a corner when fit together and stacked together to make the walls. Doors and windows were extra work for the builder so they were limited. Some settlers had glass windows, but many did not. A roof was added last. The house had just one room. Some houses had a second floor or loft upstairs where the children slept. Building a Sod House If I lived in a sod house, my house would be made from dirt and grass. Much of Kansas was once covered with prairie grass. In western Kansas there were few trees. Early settlers adapted to living without trees by using dirt and prairie grass to build their homes. Prairie grass has thick roots. These roots held the dirt together. Settlers could cut the sod into brick-shaped building blocks. The sod bricks were stacked to make walls. Windows and a door were added along with the roof. Sometimes even the roof was made of sod. Once the sod was cut from the fields, settlers planted their crops in those fields. Most settlers were farmers. Settlers needed shelter quickly. Most sod houses had just one room. Building a Dugout If I lived in a dugout, my house would be underground. It would be made of dirt. Settlers who traveled to western Kansas found very few trees. They had to find new ways to build houses without using trees. It is very dry, so they could live underground. These homes were dug into the ground or into a small hill. A door and a window would be the only parts of the house not made of dirt. No. P-7 Kansas Prairie Homes Kansas State Historical Society
5 Dugouts were small. It took a lot of work to dig a hole in the ground big enough in which to live. Of all the early homes, dugouts were the most uncomfortable. Insects and snakes could crawl through the walls. Dirt would get on everything. Building a Frame House If I lived in a frame house, my house would be built from trees cut into lumber. Lumber is made from trees that have been cut into boards or planks. Lumber was cut at sawmills. Some communities had sawmills, but many did not. Railroads brought the lumber to many settlers. Frame homes get their name because the lumber is nailed together to form an open frame. The frame then is covered with boards to form solid walls. Frame houses usually had more than one room. They were nice and warm and clean. Before it was made into houses, lumber was loaded onto trains to be moved. Settlers could build frame houses once railroads came to Kansas. Railroads brought the lumber to the settlers. The railroad was very important to Kansas. Trains carried lumber and other supplies for building homes. Settlers could build homes like those they had before they came to Kansas. They did not have to use only natural resources. They could build bigger and better houses anywhere in the state that was near the railroad. Settlers built towns and filled them with new frame houses. The materials in this packet may be reproduced for classroom use only. Reproduction of these materials for any other use is prohibited without the written permission of the Kansas State Historical Society. Resources for this lesson are from: Kansas State Historical Society collections Andrzej Meikarek (Log Cabin card back) Gene Berryman (Sod House back) Nebraska State Historical Society collections, digital ID NBHIBS (Dugout card front) Andreas Vitting (Dugout card back) No. P-7 Kansas Prairie Homes Kansas State Historical Society
6 Prairie Homes Worksheet 1. A house built from trees is called a. Name: 2. A house built from sod is called a. 3. A house built from dirt is called a. 4. A house built from lumber is called a. Word Bank: dugout frame house log cabin sod house No. P Kansas State Historical Society
7 This is a cut-out page Prairie Homes Memory Game No. P Kansas State Historical Society
8 Name: Where did they live? Map Worksheet No. P Kansas State Historical Society
Florida Pioneer Homes By Lance Corlew & Ron Miller
Florida Pioneer Homes By Lance Corlew & Ron Miller Summary Florida pioneer homes were simple, with few luxuries. Life was very difficult in the 1800s compared to today. In this lesson, students will have
Fry Instant Word List
First 100 Instant Words the had out than of by many first and words then water a but them been to not these called in what so who is all some oil you were her sit that we would now it when make find he
Fry Instant Words High Frequency Words
Fry Instant Words High Frequency Words The Fry list of 600 words are the most frequently used words for reading and writing. The words are listed in rank order. First Hundred Group 1 Group 2 Group 3 Group
Seventh Grade Territorial Characters No. M-14. Overview. Standards. Objectives. Essential Questions
Seventh Grade Territorial Characters No. M-14 Overview The purpose of this lesson is to familiarize students with some of the people of Kansas Territory. The students will work cooperatively to read 10
Arbor Day. Teacher s Resource Guide
Arbor Day Teacher s Resource Guide 1 Dear Teacher, In celebration of Arbor Day, Alberta Environment provides Grade One students across Alberta with a tree seedling to take home and plant. Planting tree
No. 7 Early Settlers
No. 7 Early Settlers Many different groups of people have settled in Nebraska. The very first were Indians who came here more than 10,000 years ago. They were nomadic hunters who were looking for an area
Phonics. High Frequency Words P.008. Objective The student will read high frequency words.
P.008 Jumping Words Objective The student will read high frequency words. Materials High frequency words (P.HFW.005 - P.HFW.064) Choose target words. Checkerboard and checkers (Activity Master P.008.AM1a
Kindergarten Respect Unit Lesson Seven Respect The Environment
Kindergarten Respect Unit Lesson Seven Respect The Environment PURPOSE/OBJECTIVE Students will learn that respect must also be shown to the environment. Students will identify specific ways care and concern
PUSD High Frequency Word List
PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.
Overview. Summary. Writing Skills
Overview Summary Background Information Two Cultures Meet Native American and European By Ann Rossi By the 1400s, Native Americans had been living in the Americas for more than 10,000 years. Europeans
Fry Phrases Set 1. TeacherHelpForParents.com help for all areas of your child s education
Set 1 The people Write it down By the water Who will make it? You and I What will they do? He called me. We had their dog. What did they say? When would you go? No way A number of people One or two How
Activity 1.4: Nature Walk & Ecosystem Introduction
Activity 1.4: Nature Walk & Ecosystem Introduction Grades 7 9 Description: Part 1: Nature Walk Students take a walk through nature, make observations of their surroundings, and learn or review what a food
SOAK IT UP * 2012 Grade Level Setting Theme/Bottom Line Description
SOAK IT UP * 2012 Grade Level: 3rd grade Setting: River, field trip (off trail site if possible), or any site with soft surface trail and vegetation. Theme/Bottom Line: Add water to soil and you get some
Materials: Student-paper, pencil, circle manipulatives, white boards, markers Teacher- paper, pencil, circle manipulatives, worksheet
Topic: Creating Mixed Numbers and Improper Fractions SOL: 5.7- The student will add and subtract with fractions and mixed numbers, with and without regrouping, and express answers in simplest form. Problems
LESSON 1 God s Good Creation
Bible Basis: Genesis 1 3 Bible Verse: Genesis 1:31: God saw everything he had made. And it was very good. Bible Point: Everything God made is good. I am one of God s creations, and I am good too. Resource:
Lesson 1. Objectives: ocus: Subjects:
Lesson 1 The Web of Life Objectives: 1. Understand the concept of an ecosystem. 2. Understand the interdependence of members of an ecosystem. Subjects: 1. Ecology 2. Language 3. Art MATERIALS: Copies of
Wheat Farming: Then and Now
Wheat Farming: Then and Now Written by Lisa Cocca California Education and the Environment Initiative History-Social Science Standard 2.4.1. Farming has changed in many ways. In 1900, farms needed many
Fry Instant Phrases. Give them to me. Then we will go.
Fry Instant Phrases The words in these phrases come from Dr. Edward Fry s Instant Word List (High Frequency Words). According to Fry, the first 300 words in the list represent about 67% of all the words
Local Story - Mrs. Tibbets s Navels
Local Story - Mrs. Tibbets s Navels It is a clear Riverside, California morning in 1873. Mrs. Eliza Tibbets and her husband, Luther, have just enjoyed a nice breakfast of eggs, toast, and coffee. But Eliza
Creation. Then God spoke and Creation came into being. God formed everything: Creation Week God called all that He had created good.
Creation Teacher Pep Talk: Imagine darkness and emptiness and nothing else except God. God in His own time decides that He is going to create something wonderful: something which will eventually cost Him
ENDANGERED AND THREATENED
ENDANGERED AND THREATENED Understand how species in the Sonoran Desert Region may become endangered or threatened and what is being done to protect them. ARIZONA SCIENCE STANDARDS SC03-S4C3-03&04, SC08-S1C3-07,
Lesson 2: How to Give Compliments to Tutees
Kids As Reading Helpers: A Peer Tutor Training Manual Copyright 2002 by Jim Wright www.interventioncentral.org L2-1 Lesson 2: How to Give Compliments to Tutees Introduction When correctly used, compliments
Missing Number Puzzles
R 1 Look, Quick! Lesson 9 Overview In this lesson, students work with puzzles that are pieces of a hundreds chart. The focus, which is on just a portion of the chart, helps students concentrate on where
Shapes in Agriculture
My American Farm Lesson - Agriculture is Everywhere www.myamericanfarm.org Shapes in Agriculture Lesson Snapshot Related My American Farm Game In My Barn available at www.myamericanfarm.org Grade Levels
Phonics. P.041 High Frequency Words. Objective The student will read high frequency words.
2005 The Florida Center for Reading Research (Revised, 2008) Objective The student will read high frequency words. Phonics P.041 High Frequency Words Sandpaper Words Materials Tactile word patterns (Activity
Lesson 1.1 P.WRITE, Gr. 2 & 3, 08-09. PWRITE: POW + TREE: LESSON # 1 Part 1
PWRITE: POW + TREE: LESSON # 1 Part 1 Purpose: Develop Background Knowledge, Discuss It Objectives: Introduction to POW, writing to persuade, and TREE; identification of TREE parts in essay example Materials:
Looking for Lincoln Throughout His Life
GRADE LEVEL: 1-3 Looking for Lincoln Throughout His Life TIME ALLOTMENT: Two 45-minute class periods OVERVIEW: In this interdisciplinary lesson, students will gather different facts about Lincoln through
Guided Reading Level Ī - -
A Friend to the Pilgrims Guided Reading Level Ī - - No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic,
Ecology Chapter Teacher Sheet. Activity #3: Biotic vs. Abiotic Factors
Ecology Chapter Teacher Sheet Activity #3: Biotic vs. Abiotic Factors California Content Standards Biology (Ecology) 6e Biologoy (Ecology) 6f Objectives: To determine student's prior knowledge of the environment
The Co-operative s Green Schools Revolution. out what wild creatures need in their environment
SUGGESTED TIME: 60 MINS + TIME TO MAKE HABITATS Age group No. of pupils in cohort Classroom support (to be completed by teachers) Just like us, wild creatures need a place to live. But when humans need
Objective: God is all Powerful! Bible Memory Verse: Matthew 19:26b With man this is impossible, but with God all things are THEME OVERVIEW
Jesus the Magnificent Scripture: Luke 8:40-56 and Luke 18:35-43 Objective: God is all Powerful! Bible Memory Verse: Matthew 19:26b With man this is impossible, but with God all things are possible. THEME
Enterprising Teachers in Early Oklahoma
About this lesson Grade Level: Upper Elementary/Middle School Author: Mary Oppegard, Field Representative, OCEE Time: One class period Posted: November 2007 Rationale We often think of entrepreneurs only
Rubber Band Race Car
Rubber Band Race Car Physical Science Unit Using LEGO Mindstorms NXT Copyright 2009 by Technically Learning 1 of 17 Overview: Through a series of hands-on activities, students will design a rubber band
Local Government and Leaders Grade Three
Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments
No. 04 Nebraska s First Farmers Nebraska s First Farmers
No. 04 Nebraska s First Farmers Nebraska s First Farmers At least 1,000 years ago Indian women tended small fields of corn. By the 1700s corn continued to be an important food for the Oto, Pawnee and Omaha
101 Section 1 Seeing Colors and Shapes and Sizes. Seeing and Feeling
101 Section 1 Seeing Colors and Shapes and Sizes Lesson 1 (Pages 1, 2) Seeing and Feeling To notice things we can see To recognize things we can feel with our hands and feet Discuss the five senses seeing,
1. Which list contains only nonliving things in an environment?
Grade 3 Standard 2 Unit Test Environment Multiple Choice 1. Which list contains only nonliving things in an environment? A. snails, water, mushrooms B. soil, trees, worms C. sunlight, water, soil D. rocks,
THE VIKINGS. bbc.co.uk/handsonhistory
The Vikings are coming! The Vikings came from three countries, Denmark, Norway and Sweden. The name Viking comes from a language called Old Norse and means a pirate raid. People who went off raiding in
Magnets. Teacher s Guide. Level C/3. Small Group Reading Lesson Skills Bank Reproducible Activities
Level C/3 Science Teacher s Guide Skills & Strategies Anchor Comprehension Strategies Identify Cause and Effect Summarize Information Phonemic Awareness Listening for words with /i/ Phonics Short i Concepts
Content: The student describes the experiences of early-day explorers in Kansas.
Fourth Grade Explorers in Kansas No. I-4 Overview This lesson is designed to teach students about four early and influential expeditions in Kansas. Students will read cards about the explorers (Coronado,
Reading aloud to a child
Reading aloud to a child Festivals and celebrations: introduction Me and my culture: festivals and celebrations Contents Festivals and celebrations: teachers notes Festivals and celebrations: classroom
1. Form your team of four quickly and quietly. Push desks together to form a table.
Materials: 1 die 1 game board Game tokens Playing pieces Procedures: 1. Form your team of four quickly and quietly. Push desks together to form a table. 2. Use the roles of Supply Clerk, Coach, Timekeeper,
Isaac The Son of Promise
Isaac The Son of Promise Teacher Pep Talk: Waiting on God is hard. Abraham and Sarah waited a very long time (over 20 years) for God to fulfill His promise of sending them a son of their own (Isaac.) Isaac
2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic G: Use Place Value Understanding to Find 1, 10, and 100 More or Less than a Number 2.NBT.2, 2.NBT.8, 2.OA.1 Focus Standard:
Project Based Learning First Grade: Science- Plants and Animals By: Nikki DiGiacomo
Project Based Learning First Grade: Science- Plants and Animals By: Nikki DiGiacomo How do plants and animals live? Essential Question Sub Questions What are plants? What are animals? What are the basic
LIFE SCIENCE. Hoop House Construction for New Mexico: 12-ft. x 40-ft. Hoop House BRINGING TO YOUR HOME ECONOMICS COLLEGE OF AGRICULTURE AND
Hoop House Construction for New Mexico: 12-ft. x 40-ft. Hoop House COLLEGE OF AGRICULTURE AND HOME ECONOMICS BRINGING SCIENCE TO YOUR LIFE Hoop House Construction for New Mexico: 12-ft. x 40-ft. Hoop House
Lesson Plan Title: U.S. History Fall Harvest
Lesson Plan Title: U.S. History Fall Harvest Concept / Topic to Teach: Crops brought to America with the African slaves Standards Addressed: 8.4-4 daily lives of the people 8.6-1 how physical geography
LESSON PLAN GRADES K-1 Alberta Sparrow. LESSON TITLE: Learning to Identify and Apply Prepositions
LESSON PLAN GRADES K-1 Alberta Sparrow LESSON TITLE: Learning to Identify and Apply Prepositions OBJECTIVE: Students will be able to identify and apply prepositional terms. MATERIALS: Book Alberta Sparrow,
Our Earth, Our Resources
UNIT 4 Essential Question: How can we take the best care of our Earth? Objectives Our Earth, Our Resources Unit Resource Guide Social Studies Resources Identify and describe the physical characteristics
SOCIAL STUDIES UNIT OUTLINES FOURTH GRADE
SOCIAL STUDIES UNIT OUTLINES FOURTH GRADE In fourth grade, students use their understanding of social studies concepts and skills to explore Washington State in the past and present. Students learn about
Total Quantity: IMPORTANT: Plans are to be used with 3 x6 Plexiglass (SKU #298-017).
# Materials: Quantity Each: 4x4x8 3 2x4x8 2 2x8x8 1 4x8x3/4 plywood 1 3 x6 corkboard (can be 18 of the 1 x1 pieces) 1 3 x6 plexiglass 1 8 door casing 3 Primer 1 qt. Total Quantity: TIPS FOR SUCCESSFUL
LESSON THREE: THE PREPOSITION
LESSON THREE: THE PREPOSITION Prepositions are words used to show relationships between other words in a sentence. A preposition is never used alone in a sentence; it is used to introduce a prepositional
Strategies to Motivate Struggling Readers. Presented by TCI. (800)
Presented by TCI www.teachtci.com (800) 497-6138 Beat the Teacher What is it? Beat the Teacher is an activity that helps students develop strong questioning skills that result in enhanced comprehension.
Exploring South Carolina
Exploring South Carolina Rose Capell Lander University Rosemary_81@hotmail.com Overview This lesson is based on South Carolina: An Atlas. Students will use the atlas to compare the regions in which the
Read Kansas! A History of American Indian Education. High School H-4. Overview. Standards
A History of American Indian Education Read Kansas! High School H-4 Overview This lesson explores the history of racial and ethnic relations through the lens of American Indian education and the example
Grasslands. Environmental Science Chapters 8
Grasslands Environmental Science Chapters 8 Grassland Biome A grassland ecosystem is an area that receives more rainfall than a desert, but not enough to support the trees of a forest. These usually exist
Zoner and the Drip Study Guide
Zoner and the Drip Study Guide Objectives This study guide will emphasize the lessons taught in the Zoner and the Drip puppet show by the Great Arizona Puppet Theater and demonstrate how those lessons
Agriculture Career Race Lesson Snapshot
Agriculture Career Race Lesson Snapshot Related My American Farm Game Grade Levels Third - Fifth Content Areas Social Science Standards My Little Ag Me Available at ) NSS-CK-4.2 Values and Principles of
Signs in Our Lives: Week 1 of 1
The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)
Worksheets for Teachers. The Lowry
Worksheets for Teachers The Lowry Worksheets LS Lowry Worksheets for Primary & Secondary Pupils The following pages contain worksheets for you to use with your class. They can be photocopied for each person
Level 2 6.4 Lesson Plan Session 1
Session 1 Materials Materials provided: image of 3R symbol; 4 environment images; Word Map; homework puzzle. Suggested additional materials: examples of compostable and non-compostable waste, i.e., apple
How much does the average worker get paid? The average worker get the minimum of 6, 000 shilling per day i.e. 2 pounds per day
Questions about life in Uganda Jobs What age do you begin work? The age when people begin office work is 24 years after finishing Institution from The age of 6 a child start primary education up to year
Seed Types. Dry Forest
Concepts Seed anatomy and adaptation. HCPS III Benchmarks SC6.3.1 LA6.6.3 LA6.6.4 LA6.6.5 Duration 2 hours Dry Forest Source Material Seeds-Missouri Botanical Garden PRISM Vocabulary legumes adaptations
Teacher s Guide For. Ancient History: Ancient Pueblo People: The Anasazi
Teacher s Guide For Ancient History: Ancient Pueblo People: The Anasazi For grade 7 - College Programs produced by Centre Communications, Inc. for Ambrose Video Publishing, Inc. Executive Producer William
BEFORE YOUR VISIT. Self-Guided Visits. Preparing for Your Visit: Pre-Tour Activities in the Classroom
Self-Guided Visits Preparing for Your Visit: Pre-Tour Activities in the Classroom Review Museum Guidelines Review and discuss the Museum Guidelines (in the At the Museum section found under the Logistics
Answer Keys to Unit Tests
Reading Geography Series Answer Keys to Unit Tests Unit 1 The Five Themes of Geography Unit 2 Patterns in Physical Geography Unit 3 Natural Resources 7 Portage & Main Press Unit Test for The Five Themes
Outline Of Classroom Management Plan (Management plan is designed for an elementary school placement. Refer to classroom map when needed.
Outline Of Classroom Management Plan (Management plan is designed for an elementary school placement. Refer to classroom map when needed.) I. Room Preparation A. Bulletin Boards and Walls There will be
Make a Plan of Your Classroom
Level D/5 Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Identify Sequence of Events How-To Phonemic Awareness Count the number of sounds in words Phonics Initial, medial, and final
The Basics of Home Construction
6 Ι Construction Concepts Lesson 1 The Basics of Home Construction A stand-alone structure that we build to live in is called a house. Other buildings that people live in may be called apartments, duplexes,
Comparing and Contrasting Matisse and Mondrian 1 st Grade
Matthew J. Wagner Goal: Comparing and Contrasting Matisse and Mondrian 1 st Grade Students will compare and contrast elements found in both Henri Matisse s work and Piet Mondrian s work. Children will
Self-Acceptance. A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3. Grade Level: Third grade
Self-Acceptance A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3 This Book Kit was planned by Lindsay N. Graham Grade Level: Third grade Characteristic Trait: Self Acceptance
Bug Scavenger Hunt and Memory Game
Bug Scavenger Hunt and Memory Game Bug Hunt Instructions: 1. Print out one copy of the Bug Scavenger Hunt on card stock or other thick paper. You can laminate them for durability. 2. Cut out the individual
Teacher Deborah Joy Johnson Page 1.1 LESSON PLAN
Teacher Deborah Joy Johnson Page 1.1 Subject/Topic/Unit Health/ Community Helpers Date April 15, 2010 Grade 1st Objective #1: Given the 5 community helpers covered, the student will write at least two
Post and Beam Construction
Post and Beam Construction A Presentation By the Canadian Wood Council Canadian Conseil Wood canadien Council du bois Early settlers introduced the concept of post and beam construction in North America
Understand numbers, ways of representing numbers, relationships among numbers, and number systems
Equivalent Fractions and Comparing Fractions: Are You My Equal? Brief Overview: This four day lesson plan will explore the mathematical concept of identifying equivalent fractions and using this knowledge
The Promised Land. You will need: Other items depending on the activities chosen
The Promised Land Teacher Pep Talk: After 40 years wandering in the Wilderness for their disobedience and lack of faith in God, now the Israelites were ready to enter the Promised Land. There was just
Renewable and Nonrenewable Resources
Grades: 3 4 Renewable and Nonrenewable Resources Time Allotments: Teacher preparation: 15 minutes Lesson and activity: 45-60 minutes Vocabulary: Conservation Natural Resources Nonrenewable Resources Renewable
1. Incredible India. Shade the map on the next page, to show India s relief. The correct shading is shown on the final page! Incredible India India
1. Incredible India Shade the map on the next page, to show India s relief. The correct shading is shown on the final page! Incredible India India The DCSF supported Action plan for Geography is delivered
Second Grade Landforms/Sense of Place Project Tami Morrison Linderman Elementary School, Polson, MT
Unit Overview Second Grade Landforms/Sense of Place Project Tami Morrison Linderman Elementary School, Polson, MT The purpose of this unit is to help students learn the major landforms on Earth, to relate
Horse Race or Steeplechase
Horse Race or Steeplechase A board game that people of all ages have enjoyed for many years is Steeplechase or Horse Race. The name Steeplechase came from the real horse races run in Europe where the cross-country
LESSON PLANS FOR THOREAU AND TRANSCENDENTALISM By Katie Elsener Approaching Walden 2005 Curriculum Unit ***
LESSON PLANS FOR THOREAU AND TRANSCENDENTALISM By Katie Elsener Approaching Walden 2005 Curriculum Unit *** The validity of Henry David Thoreau and transcendentalism in the 21 st century: the 19 th century
PLANNING A BUDGET. Income, needs vs. wants, budgets, simple interest, savings accounts, paying yourself first
Grades 6-8 Lesson 3 PLANNING A BUDGET Key concepts: Income, needs vs. wants, budgets, simple interest, savings accounts, paying yourself first Summary: This lesson reviews trade-offs and priorities in
Chapter 4 Section 2: The Middle Colonies
Chapter 4 Section 2: The Middle Colonies In this section, we will: Explain why the colony of New Netherland became the colony of New York. Identify why New Jersey separated from New York. Describe how
Park Adventure Booklet
Park Adventure Booklet Visit www.buddybison to get your own Buddy Bison and take him with you for your park adventure! Can t get a Buddy Bison, use the coloring page at the end of this booklet to design
27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5!
1 27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5! - These activities and graphic organizers can be: - used by teachers
Angry Birds Main Idea Game
Angry Birds Main Idea Game Directions: Print, cut out, and laminate all cards. Lauren LaCour MA CCC-SLP To Play: Mix all the cards together in a pile. Each student draws a card on his turn. If he draws
Dear Grade 4 Families,
Dear Grade 4 Families, During the next few weeks, our class will be exploring geometry. Through daily activities, we will explore the relationship between flat, two-dimensional figures and solid, three-dimensional
Lesson Title: Kincaid Creatures Subject: Texas history, science, math By: Carol Schlenk. Grade level: 7 th (Can be modified for 4 th grade)
Lesson Title: Kincaid Creatures Subject: Texas history, science, math By: Carol Schlenk Grade level: 7 th (Can be modified for 4 th grade) Rationale or Purpose: To illustrate how archeologists use stratigraphy
Kindergarten Social Studies Unit 06 Exemplar Lesson 01: Physical Characteristics
Kindergarten Unit 06 Exemplar Lesson 01: Physical Characteristics Kindergarten This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize
GOD MADE THE FISH AND BIRDS (A.1.FALL.7)
GOD MADE THE FISH AND BIRDS (A.1.FALL.7) Biblical Reference Genesis 1:20-23 Key Verse Genesis 1:10 Key Concept God made the fish and birds and they are a gift. Educational Objectives At the end of the
History of Electricity SCIENCE TOPICS PROCESS SKILLS GRADE LEVEL
History of Electricity Objectives In this presentation, students will learn about the historical sequence of discoveries that allowed electricity to become the most versatile and useful form of energy
Deborah, the Judge Lesson Aim: To know God gives us judges.
Teacher s Guide: Ages 4-5 Kings & Kingdoms Part 2: Judges through Esther Unit 7, Lesson 33 Deborah, the Judge Lesson Aim: To know God gives us judges. THE WORSHIP Who God is: The King Who Watches Over
Expressive Objective: Realize the importance of using polite expressions in showing respect when communicating with others
QUARTER 4 - WEEK 1 Theme: My School and Friends TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objective: Realize the importance of using polite expressions in showing
Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction
Grade 3: Module 1: Unit 1: Lesson 8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
XVI. Science and Technology/Engineering, Grade 5
XVI. Science and Technology/Engineering, Grade 5 Grade 5 Science and Technology/Engineering Test The spring 2012 grade 5 Science and Technology/Engineering test was based on learning standards in the four
North Carolina Essential Standards Kindergarten Social Studies
North Carolina s Kindergarten Social Studies Kindergarten through second grade students are introduced to an integrative approach of Social Studies by exploring aspects of self, others, families and communities
John Lloyd Wright was the son of the famous PLAYING IN CHICAGO BUILD IT WITH LINCOLN LOGS!
BUILD IT WITH LINCOLN LOGS! Grade level: Third through fifth grades Estimated time: Four class periods Specific Topic: Toy advertising Subtopic: Examining Chicago s toy industry through Lincoln Log advertisements
To meet the expectations of this unit, students should already know how the appearance of some organisms change over time.
GRADE 4: Life science 3 Life cycles of animals and plants UNIT 4L.3 12 hours About this unit This unit is the third of four units on life science for Grade 4. The unit is designed to guide your planning
Fragment. and Run-on. Sentences. Helping students write complete sentences while identifying common mistakes made by emerging writers. By David S.
Fragment and Run-on Sentences Helping students write complete sentences while identifying common mistakes made by emerging writers By David S. Dye M.ED. Fragment and Run-on Sentences Helping students write
Go through the brain benders, follow the instructions and solve the puzzles. For some of the puzzles, you will need to work in pairs.
Go through the brain benders, follow the instructions and solve the puzzles. For some of the puzzles, you will need to work in pairs. Have a look at the following pictures. What do you see? Does what you