Week 13 - Putting Together

1. Think back to your many experiences with well-designed learning, both in and out of school. What was the most well-designed learning experience you have ever encountered as a learner? What features of the design- not the teacher's style or your interests-made the learning so engaging and effective? (Design elements include challenges posed, sequence of activities, resources provided, assignments, assessments, groupings, site, and teacher's role.) Briefly describe the sign.       

I taught Chemistry for one year, and I would normally observe an experienced teacher give her lessons before I prepared for mine so that I could get ideas and re-visit some of the material I learned during college.  She was teaching combustion reactions and gave a demonstration. Mrs. Avalos used to start her lessons by first reviewing the homework from the night before.  Next, she would teach the chemistry behind the material in this case she talked about the combustion reaction being one in which your burn something, a carbon based fuel.  This reaction absorbs oxygen gas (O2) and it yields water, carbon dioxide and heat. After she explained the reaction, using isopropyl (rubbing alcohol), she balanced the equation (always fun, if you are a math fanatic such as me).  Then, Mrs. Avalos moved on to the demonstration.  She used a big water jug (like one of those used in water coolers), poured some alcohol in it, and through a lit match into it.  Immediately, she blocked the mouth of the jug, told us to be very silent, and removed her hand.  We all heard how the air was literally sucked into the jug (oxygen absorption), we saw the black smoke (containing CO2 and we saw the alcohol turn into water (believe me we tested it), and we touched the jug and it was hot.  She then had the students write about the demo and do percentage yield problem.  This lesson had it all.  Direct instruction, hands on experience, individual work and amazement!.  It was the best lesson I had seen in a very long time, and it taught the students and me exactly what she wanted us to learn.  I learned the best through direct instruction, by seeing and by working individually.

2. In sharing your recollections and analyses with your peers, build a list of generalizations that follow from the accounts. What do well-designed learning experiences have in common? In other words, what must be built in by design for any learning experience to be maximally effective and engaging for students.

• The teacher must be knowledgeable and be comfortable with the material.  Must seem flawless.
• Must be related/applied to the real world.
• Direct Instruction - to allow the teacher to show expertise.
• Teacher respects the students' opinions and questions, while staying in the topic at hand.
• There is a portion where the students can ask questions. 
• Some sort of demo, or hands on activity. 
• Students feel like they own their learning. They are leaders.
• Student work is appreciated and the students get to share what they learned. 

3. Where in your school or the school that you are observing are the characteristics of best design most likely to be seen in action? In what programs and subject areas would we most expect to see these characteristics, compared with other programs or subjects? Are there any patterns, If so, why?

Of the teachers that I have observed, I saw this happen in Ms. Rengifo's class.  She teaches a 7th grade special ed math and science class.  She has taught in my room for the last two years, and I am in the room doing my prep work.  She has wonderful command of the material.  She is able to break down whatever she is teaching so that the students can understand it better.  Ms. Rengifo has an uncanny ability to use examples and situations in her teaching that apply to the real world.  The teaching is definitely meaningful and the students can relate to it.  Visual aids, videos and hands on activities are essential part of her lessons because of the population that she teaches.  I think science and math definitely lend themselves to be the subjects in which you can see many, if not all, the characteristics that I look for in a lesson.

4. After a study of sample units, and one of your own designs, edit or amend your list of characteristics of the best designs, as appropriate.

I would add technology integration to the list of characteristics of a well designed lesson.  I have incorporated a lot of technology to my lessons since I started this program, and the students have responded very well to it.  I would say that partner work is something that can make a lesson much better, however, too much group work can backfire on lessons.

Keystone - Lesson Plan and Lesson Materials

The files are best viewed if you download them.  The formatting is off when you just view it.

https://drive.google.com/file/d/0B2GRmTCep6WiMHg2Ukt0U19nMzg/edit?usp=sharing
https://drive.google.com/file/d/0B2GRmTCep6WiV2FhRUl3bmEzSEk/edit?usp=sharing

Keystone Assignment - UbD Framework, Teacher Interview and Lesson Implementation Reflection

Curriculum Design and Using the UbD Framework

The UbD framework promotes identification of goals and objectives of the lesson before outlining the specifics of the lesson; in other words, a “backwards” design.  Many teachers begin their lesson planning knowing what activity or task they want the students to carry out during the lesson. Next, the teacher writes the goals that this task will accomplish.  In the UbD framework, the teacher focuses on what skills or knowledge the student should leave the class with, and then the majority of the planning time, is spent on finding the appropriate task to accomplish those goals.  This framework works by making sure that the teacher creates meaningful task that will ensure that real learning is going on in the classroom.  The teacher therefore is planning with a purpose: real understanding and transfer of learning.  The aim is to get students provide students with tools that they can use across the content areas, these are called the six facets of learning: explain, interpret, apply, shift perspectives, empathize and self-asses.  These facets of learning also provide the teacher with evidence that learning happened in the class.

Planning effectively through the UbD framework requires the teacher to follow three stages.  Stage 1 – Identify desired results, Stage 2 – Determine acceptable evidence and Stage 3 – Plan learning experiences and instructions. During stage 1, the teacher identifies the understanding, knowledge and skills the students should acquire.  In this stage, the teacher states the essential questions of the lesson.  Determining the acceptable evidence of learning is stage 2 of the design.  The design breaks down the evidence into two categories: performance tasks and other assessments.  The performance tasks are aligned to the facets of learning; and any other assessments can be tests, quizzes and others.  The last stage then is planning the tasks that will be carried out during the lesson. Here teachers follow the W.H.E.R.E.T.O, which is an acronym, which is the guide for instructional planning.  W-communication of goal  (how, what, why); H-hook; E-learning experience; R-revision/revising prior learning; E-self-evaluation/reflection; T-tailoring/differentiation and O-organizing experiences.

I have been trying to apply this to my lesson planning, and I have to say I like it.  At the beginning it was awkward, but I have been getting used to it.  It does make me search for better tasks, it has focused my teaching and it has led me to continuously assess my teaching.

Teacher Interview

I interviewed Cecilia Delgado, she teaches 7^th and 8^th grade Science at IS 145Q, the same school where I work.  I asked her to take me through the process of her lesson planning.  She told me she reviews the curriculum, and she identifies the skills and knowledge she feels are the ones that the students will have the most difficulty with, and will definitely be in the 8^th grade Science exam.  Ms. Delgado explained that she spends a lot of time looking into what she wants the students to accomplish; so then she can find tasks that will lead the students to fulfill those goals.  After hearing this, I said that it sounds like she does backwards planning, and she replied “Yes!”.  She told me that she read an article about this way of lesson planning and that she absolutely loved it. Although it can be tedious at times, she doesn’t mind spending the time because she believes that using backwards design will help her maximize the learning that goes on in her classroom.  Lastly, Ms. Delgado said that she was surprised that many people don’t know about it, and that we all should plan our lessons that way.

Reflection on Implementation of the Lesson

I wanted to expose the students to an interactive lesson in which they were active participants, and introduce reinforce the concepts of how the Earth itself changes the rocks and how materials such as minerals get recycled.  The lesson consisted in introducing the students to the different types of rocks and how they form and can be changed from one type into another. The particular group of students that I prepared the lesson for are 7^th graders, with various levels of learning disabilities, I know from having observed them, that they obviously learned better from visuals and repetition and from the technology that the teacher has been using, therefore I wanted them to use interactive demos and activities so that they could not only visualize the concepts but be more motivated through the use of technology.

The handout I prepared for the students was color coded so that they could focus on each type of rock.  I did this as per the lead teacher’s recommendations. Also, when explaining metamorphosis (the process by which metamorphic rocks form) I mentioned X-Men’s Mystique, the character that morphs into other people.  The students were amazed and enjoyed this bit very much.  I also wanted to introduce all three types of rocks, so the lecture took a little longer than anticipated.  I wanted the lecture portion to be 25 minutes, but it actually took 35 minutes, and I only was able to do two of the activities.  The mini-lesson was prepared for a double period (90 minutes), and I wanted to go through all three interactive activities.

When I was explaining sedimentary rocks, I mentioned that one of their properties was that they were easily crumbled since for example conglomerate rocks were made up of pebbles, sand and shells.  When I finished the explanation, I asked the students if they had any questions.  One student still couldn’t understand what that was the case.  I took a paper towel, a tissue and a sheet of loose leaf and I told them to pretend they were three different types of sediments, I tore them into pieces to demonstrate how sediments are formed, then I took all the pieces and got them wet (I have a faucet in my classroom), I then squished them together, to demonstrate compacting and cementing.  I showed this ball of paper together and told them it was a newly formed conglomerate.  Then I took a corner of the ball of paper and shook it, the pieces started flying all over the place.  This showed them how easily the rock is broken apart, because the rock is cemented by a mixture of sand and water.  The student said he understood. I continued to explain the rest of the rocks.  A student asked if metamorphic rocks were the hardest to break? To which I asked, why do you think that? The student replied: because I would imagine that being formed by a lot of pressure and if you add the heat, it’s like welding something. I answered yes, that is a wonderful observation and you are right, metamorphic rocks are very strong.

The students loved the lesson.   They loved the visuals and the fact that they got to use the computers to learn about rocks. Some students who have computers at home came back the next day and told their teacher that they went back to the website and went through the activities again, and that they felt that it help them understand the process a lot better.

I feel that the lesson was a little bit rushed and it was ambitious because of the type of students in the class.  I think that if it was the general population, it would actually work better.  For this particular group of students, I would probably just do the types of rocks one day, and the processes on the next day.  The lesson was planned for a double period, I was in charge of doing the lecture/interactives portion, and as I mentioned earlier only got through two of the three planned.  Ms. Rengifo (their regular teacher) finished the lesson.  She was supposed to complete instruct them to do the task in class; however, she ended up just going over the processes that shaped the rock again, and assigned the task for homework. 

Week 11 - Integration of Google Earth and Maps

• LESSON TOPIC - Five themes of Geography - Location, Place, Human-Environment Interaction, Movement and Region.
• Gade Level - 6
• AIM QUESTION: What are the five themes in geography and how do they affect our lives?
• A. Learning Objectives - SWBAT

1. Define the 5 themes of geography
2. Apply these concepts to a analyze a specific country. 

• B. Common Core Skills

1. RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
2. RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos or maps) with other information in print and digital texts.

• C. Social Studies Standards
• Standard 3 - Use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, places, and environments over the Earth's surface.
• D. Vocabulary - see attached

• Location: a particular place or position.
• Absolute location: given in degrees of latitude and longitude (global location) or a street address (local location)
• Relative location: depend upon point of reference. Described by landmarks, time, direction or distance. From one place to another.
• Latitude: geographic coordinate that specifies north and south position on the Earth.
• Longitude: geographic coordinate that specifies east and west 
• Place: area that is defined by everything in it. 
• Human-environment Interaction: relationship between people and their surroundings.
• Movement: the way people, products, information and ideas move from one place to another.
• Region: area that is defined by similar physical and human characteristics.

• E. Materials

• Computer with google earth, internet access and powerpoint.
• Vocabulary list.

• F. Do Now

• Describe some of the characteristics of your country. Include what part of the world it is located in, what countries are around it? Does it have an ocean near by? Are there any mountains by where you lived? Did you live in a major city?

• G. Motivation
• Have google earth on the smart board, showing where the United States is. Search for New York. 

• H. Activities
• Go over the vocabulary words provided on a handout.
• Students will have a computer.  Have them start up google earth. Show them how to activate the layers:  Borders and Labels, Places and Panoramio. Show them how to save a the picture of the map they are viewing.
• Apply the five themes to geography to New York.  Model all you will be expecting from them during the Task.
• Location - Both absolute and relative. Show them how to find the coordinates: longitude and latitude. 
• Students will work in pairs to apply the five themes of geography to a particular city in the world. We will do major cities in the ancient eastern civilizations: Baghdad, Egypt,  Athens, Rome, Islamabad, Kabul, Tehran.
• The students will produce a handout using Microsoft Word with their analysis.  The handout will include one picture (from Panoramio),  one from the street view perspective (may use google earth or google maps for this), and a picture of the map they 
• The students will then upload their document to google docs.

• I. Multiple Entry Points
• Visual, pictures, technology, whole class teaching, group work.

• J. H.O.T questions.
• How does the environment and location of these cities affect the humans living in them?

• K. Assessment
• The handout created by the students.
• Ability to appropriately use technology to synthesize information.
• Vocabulary quiz.
• Journal writing - summary of the lesson.

• L. Closure
• Exit Slip

• M. Reinforcement
• For homework students will be provided with two pictures and they will apply the five themes to those.

Week 10 - Assignment #2 - Teaching Philosophy

Dayanara Martinez

Educational Philosophy  

“Without words, without writing, and without books there would be no history; there would be no concept of humanity.”

 – Herman Hesse, Siddhartha

            My role as a teacher remains clear to this day: empowering students by first measuring their academic needs with their socio-economic wants, and then facilitating curriculum guidelines and tasks in a manner best suited for them; all in the spirit of fostering intellectual curiosity without perpetuating the fear and stress that comes with a learning environment affected by standardization and quantification. 

            Academic rigor can only be established and propagated when a student is permitted to learn in varied settings, addressing numerous multiple intelligences at a given moment.  By introducing digital tools and resources into my teaching, I can personalize the students’ learning and provide them with the opportunity to assess their own progress. Incorporating technology into today’s classroom will allow students to be prepared for the way the world is evolving. Exposing students to a variety of digital tool and resources will provide them with the skills to be able to think critically and effectively so as to be successful problem solvers in my class, in other subjects, as well as out of the classroom.

The ‘scientific method’ is my main teaching strategy in getting students actively involved in organizing new information, making legitimate and logical claims, while emphasizing the importance of using and properly citing evidence.  Doing research is a major component of the scientific process.  It involves finding sources of information, communicating with other scientists, comparing to previously published research, and creating tools for gathering and organizing results.  Here, technology is key; being skilled in internet research can make the work of a scientist easier, therefore it is important to expose the students to all of the online journals and publications that can be accessed to aid in their investigation.

I believe that the classroom is an essential extension of students’ lives, second only to their home, and being so, should be a haven in which students can express their own identity.  Nowadays, students express themselves using social media sites, so why not bring those sites into the classroom and give the students ownership of their own learning. However, it is important to educate the students in the appropriate etiquette and responsible behavior in digital social interactions. Thus, the classroom environment is marked by respect, calmness, and the freedom to express opinions without retribution.

As a teacher of English Language Learners (ELLs), my immediate pedagogical aim is to improve upon writing and reading levels, using the many techniques at my disposal. The use of digital tools becomes an integral part of my methodologies.  Visual aids are essential in order to provide the students with a representation of the concepts I am trying to teach them; short video clips, digital demonstrations, and virtual labs are tools that I rely on everyday.  Therefore, it is imperative that I become well educated and skilled in the variety of tools that I can choose from to enhance my students learning process.   
Technology is important, in fact is key in today's world, thus integrating it into my teaching provides the students with practice and exposure to the many resources and tools, but it also improves their knowledge using fun and interesting methods. Technology addresses the diverse needs of the students, it can enhance their creativity and the way they express themselves.

Week 10 - Assignment #3 - Formative and Summative Assessments

Link to the article:  http://content.ebscohost.com.arktos.nyit.edu/pdf29_30/pdf/2013/DBKC/01Jan13/90174331.pdf?T=P&P=AN&K=90174331&S=R&D=ehh&EbscoContent=dGJyMNHr7ESep7U4zOX0OLCmr0uep7NSsa%2B4S7KWxWXS&ContentCustomer=dGJyMPGvtEu2qrVRuePfgeyx44Dt6fIA


Link to the Jing:
http://screencast.com/t/b0juBQrJHL

Week 9 - Lesson #5

• LESSON TOPIC - Cell Energy - Putting it all together
• Gade Level - 9
• AIM QUESTION: How does the plant cell transforms the sun's energy to usable forms of energy?
• A. Learning Objectives - SWBAT

1. Describe the process of photosynthesis.
2. Understand that the photosynthesis and cellular respiration work together to provide the cells with usable forms of energy.
3. Understand differences and relationship between anaerobic and aerobic respiration.
4. Describe the relationship between breathing, digestion, circulation and cellular respiration.

• B. Common Core Skills

1. RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
2. RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form and translate information expressed visually or mathematically into words.

• C. Science Standards
• Standard 4 - Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
• Key Idea 5 - organisms maintain a dynamic equilibrium that sustains life.

• D. Vocabulary - see attached
• https://drive.google.com/file/d/0B2GRmTCep6WiejdmeHh2YjE4aUU/edit?usp=sharing

• E. Materials

• Computer with internet access.
• Cell Energy Vocab sheet
• Cell Energy Exploration Guide
• https://drive.google.com/file/d/0B2GRmTCep6WiRjRXaFVRQnZRN1k/edit?usp=sharing

• F. Do Now
• What is the main source of energy for all living things?  Can you trace the path that energy from this source follows to make it into our bodies? What do we need this energy for?

• G. Motivation
• Show a diagram such as this one http://classconnection.s3.amazonaws.com/403/flashcards/709403/png/photosynthesis1316996206449.png
• The diagram shows how both reactions/processes are done in the cells of the plants and are related to each other.

• H. Activities
• Go over the vocabulary words provided on handout.
• Show the following diagrams to review the vocabulary pertaining to photosynthesis
• http://sactree.com/assets/images/photosynthesis.jpg
• http://www.chimicare.org/curiosita/wp-content/uploads/2011/11/schema-semplificato-fotosintesi-in-un-cloroplasto.gif
• Show the following diagram to review the vocabulary pertaining to cellular respiration
•  http://hyperphysics.phy-astr.gsu.edu/hbase/biology/imgbio/aeresp.gif
• Students will log on to www.explorelearning.com and launch the "Cell Energy" gizmo.
• In pairs, the students will follow the steps on exploration guide (see link below) to work with the gizmo and answer all the questions on the guide.
• At home or if time permits, students will log in under their individual accounts to complete the 5 assessment questions under the gizmo.  Answers will be reported to me electronically.

• I. Multiple Entry Points
• Visual, pictures, technology, virtual lab, whole class teaching, partner work.

• J. H.O.T questions

• How is breathing related to cellular respiration?
• How are photosynthesis and cellular respiration related to each other?
• What does "plant cells make their own food" mean?
• In what ways are plants and animals dependent on each other.

• K. Assessment
• Completed Exploration Guide.
• Paragraph relating the two processes.
• Assessment Questions

• L. Closure
• Write a paragraph that relates the two processes.

• M. Reinforcement
• Draw a clearly labeled diagram in your journal that relates the two processes.  Include the parts in the cell that the processes occur in, the reactants and the products.  

• N. What comes next?
• Diffusion and Osmosis.

Week 9 - Lesson #4

• LESSON TOPIC - Topographic Maps
• Gade Level - 8
• AIM QUESTION: What do topogaphic maps tell us about a geographical location
• A. Learning Objectives - SWBAT

1. Compare and describe the topography of the Earth.
2. Interpret topographic maps.
3. Recognize and analyze patterns and trends.

• B. Common Core Skills

1. RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

• C. Science Standards
• Standard 4 - Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
• Key Idea 2 - Many of the phenomena that we observe on Earth involve interactions among components of air, land and water.

• D. Vocabulary - see attached
• https://drive.google.com/file/d/0B2GRmTCep6WiOWRGcXBSdnVOWDQ/edit?usp=sharing

• E. Materials

• Computer with internet access.
• Reading Topographic Maps Exploration Guide 
• https://drive.google.com/file/d/0B2GRmTCep6WiaHd5SUF4SUdIdW8/edit?usp=sharing

• F. Do Now
• Can you describe the landscape of Jackson Heights? How about New York State? How about the United States?
• Describe in terms of flat lands, mountains, snowy mountains, water formations, etc.

• G. Motivation
• Have a map topographic map such as the one on this link projected on the smartboard http://geology.isu.edu/geostac/Field_Exercise/wildfire/images/topomap.jpg
• Describe the main components of a topographic map.  Provide the students with a list of symbols found on a topographic map and their meaning.  http://alabamamaps.ua.edu/help/topomapsymbols.pdf
• Give a couple of minutes to see if students can identify some of the features on the projected map, using their key.

• H. Activities
• Go over the vocabulary words provided on handout, and point out to some of these features on the projected topographic map.
• Students will log on to www.explorelearning.com and launch the "Reading Topographic Maps" gizmo.
• In pairs, the students will follow the steps on exploration guide (see link below) to work with the gizmo and answer all the questions on the guide.
• Upload Word document with 4 topographic maps that include identified and labeled hills, ridges, valleys or depressions. The students can "name" these features if they like.  Name your file "TopoMaps(your full name).
• At home or if time permits, students will log in under their individual accounts to complete the 5 assessment questions under the gizmo.  Answers will be reported to me electronically.

• I. Multiple Entry Points
• Visual, pictures, technology, virtual lab, whole class teaching, partner work.

• J. H.O.T questions

• How are topographic maps helpful when planning a road trip?
• How can we use the information that a topographic map give us to plan for a new community?

• K. Assessment
• Completed Exploration Guide.
• 4 topographic maps.
• Assessment Questions

• L. Closure
• Exit slip

• M. Reinforcement
• Print a topographic map, using google search and identify at least 6 features using the topographic map key provided during class.

• N. What comes next?
• Weather maps.

Week 9 - Lesson #3

• LESSON TOPIC - Potential and Kinetic Energy
• Gade Level - 6
• AIM QUESTION: How does velocity affect the amount of kinetic energy an object has?
• A. Learning Objectives - SWBAT

1. Identify the factors that affect the amount of kinetic energy of an object.
2. Understand that velocity is influenced by distance and time.

• B. Common Core Skills

1. Math.Content.6.EE.A.2c  Evaluate expressions at specific values of their variables.  Include expressions that arise from formulas used in real-world problems.  Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order.
2. RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

• C. Science Standards
• Standard 5 - Energy and matter interact through forces that result in changes in motion.

• D. Vocabulary

• Potential energy - energy stored that could be used to do work.
• Kinetic energy - energy of motion.
• Mass - amount of matter in an object.
• Velocity - the amount of time it takes an object to travel a specific distance.

• E. Materials
• Computer with internet access and Excel.
• Experimenting with Kinetic Energy Lab Sheet.
• Toy car
• Calculator, 6 pennies
• Tape
• Stopwatch
• Meter stick

• F. Do Now
• Start logging in the computer. Go to google docs and download the excel file "Experimenting with Kinetic Energy Table and Graph"
• https://drive.google.com/file/d/0B2GRmTCep6WiTkhwNU44MU1qLTA/edit?usp=sharing

• G. Motivation
• Have the students close their eyes. 
• First drop a tennis ball and ask them to listen.
• Then drop a basketball from the same height and ask them to listen.
• Ask them to describe what happened? What did they here? how loud were the sounds? did they hear one sound faster than the other?  They are supposed to come up withe fact that the basketball was louder and faster - therefore it had more kinetic energy.

• H. Activities
• Students will follow the procedure for the experiment with kinetic energy the file (Experimenting with Kinetic Energy Lab Sheet) is printed, but a copy is on google docs. 
• https://drive.google.com/folderview?id=0B2GRmTCep6Wic0x3eFZjTTdpbjA&usp=sharing
• After the experiment is completed as a class we will discuss our results, and share them by displaying their completed tables and graphs.

• I. Multiple Entry Points
• Kinesthetic learning, demonstration, using technology, measuring tools, perform calculations.

• J. H.O.T questions
• How does mass affect the time it takes an object to travel a set distance?
• How does mass affect the speed of an object?
• How does velocity affect the amount of kinetic energy of an object?

• K. Assessment
• As the students walk around I take notes on their ability to work together, follow procedure, staying on task, using scientific communication
• Completing measurements and calculations properly rounded.
• Completed tables and graphs.

• L. Closure
• Each group shares their tables and graphs.

• M. Reinforcement
• Identify one type of kinetic energy - sound, electrical, heat or motion.  Describe its source of potential energy and describe how mass and velocity affect its amount.

• N. What comes next?
• Energy Transformations from a resource such as fossil fuel to generation of electricity.

Week 9 - Lesson #2

• LESSON TOPIC - Geographical Landforms booklet
• Gade Level - 6
• AIM QUESTION: What are the different geographical features on Earth?
• A. Learning Objectives - SWBAT

1. Use geography as a means to understand the world around them
2. Use media and various visuals for communicating ideas.

• B. Common Core Skills
1. RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
2. RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

• C. Social Studies Standards
1. SS 3 - Gather and present geographic information.

• D. Vocabulary
• archipelago, atoll, basin, bay, beach, butte, canal, canyon, cape, channel, cliff, coast, dam, delta, desert, dune, fjord, foothills, glacier, gulf, harbor, hill, island, isthmus, lagoon, lake.
• 
  
• E. Materials
• Computers for each student with internet access and Microsoft Word.
• Geographic Landforms list. See above "Vocabulary"
• 
  
• F. Do Now
• Start by logging in the computer (this may take a couple of minutes).
• 
  
• G. Motivation
• Distribute assignment sheet.  Read the instructions aloud.
• The assignment consists of researching and presenting a geographical landform assigned from the list above.  The students will upload a copy of their presentation to google docs so that all students will have access to the presentations. The information can be presented using a glogster, prezi, or simply a word file. 
• 
  
• H. Activities
• The students will research their landform and provide the following information for their landform.
• Definition of the term.
• A picture that represents the landform.
• Description of the process that creates the landform.
• A map that shows the location (including country, states and other surrounding features) of their landform.
• The student will then present (2 minutes minimum) their landform to the class.
• The activity will be done entirely in class. 

CATEGORY	4	3	2	1
Required Elements ·  Definition of Term ·  Picture representing landform ·  Description of process that created the landform ·  A map with specific location and surrounding features for their landform	The poster includes all required elements as well as additional information.	All required elements are included on the poster.	All but 2 of the required elements are included on the poster.	Several required elements were missing.
Labels	All items of importance on the poster are clearly labeled.	Almost all items of importance on the poster are clearly labeled.	Many items of importance on the poster are clearly labeled.	Labels are too small to view OR no important items were labeled.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.	All graphics relate to the topic. One or two borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	The poster is acceptably   attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.
Grammar	There are no grammatical/mechanical mistakes on the poster.	There are 1-2 grammatical/mechanical mistakes on the poster.	There are 3-4 grammatical/mechanical mistakes on the poster.	There are more than 4 grammatical/mechanical mistakes on the poster.

Oral Presentation Rubric

CATEGORY	4	3	2	1
Delivery	• Holds attention of entire audience with the use of direct eye contact, seldom looking at notes • Speaks with fluctuation in volume and inflection to maintain audience interest and emphasize key points	• Consistent use of direct eye contact with audience, but still returns to notes • Speaks wit satisfactory variation of volume and inflection	• Displays minimal eye contact with audience, while reading mostly from the notes • Speaks in uneven volume with little or no inflection	• Holds no eye contact with audience, as entire report is read from notes • Speaks in low volume and/or monotonous tone, which causes audience to disengage.
Content/ Organization	• Demonstrates full knowledge by answering all class questions with explanations and elaboration • Provides clear purpose and subject; pertinent examples, facts, and/or statistics	• Is at ease with expected answers to all questions, without elaboration • Has somewhat clear purpose and subject; some examples, facts, and/or statistics that support the subject	• Is uncomfortable with information and is able to answer only rudimentary questions • Attempts to define purpose and subject; provides weak examples, facts, and/or statistics	• Does not have grasp of information and cannot answer questions about subject • Does not clearly define subject and purpose; does not provide examples, facts and/or statistics
Enthusiasm/ Audience Awareness	• Demonstrates strong enthusiasm about topic during entire presentation • Significantly increases audience understanding and knowledge of topic; convinces an audience to recognize   the validity and importance of the subject	• Shows some enthusiastic feelings about topic • Raises audience understanding and awareness of most points	• Shows little or mixed feelings about the topic being presented • Raises audience understanding and knowledge of some points	• Shows no interest in topic presented • Fails to increase audience understanding of knowledge of topic

• I. Multiple Entry Points
• Use of search engines, technology (prezi, glogster, word).
• Oral presentation.
• Various types of puzzles.
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• J. H.O.T questions
• How have volcanoes shaped the Earth?
• What are the influences of weather elements on the shaping of the Earth's surface?
• How do weathering and erosion work together to shape the Earth's surface
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• K. Assessment
• Presentation - prezi, glogster or word poster.
• Oral presentation of landform.
• Based on posters and presentations answer one of the following question in your journal.  Write at least 1 full paragraph (5-7 sentences)
• How have volcanoes shaped the Earth?
• What are the influences of weather elements on the shaping of the Earth's surface?
• How do weathering and erosion work together to shape the Earth's surface
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• L. Closure
• Exit Slip
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• M. Reinforcement
• Use each of the landforms presented and write a sentence that uses the geographic term correctly.
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• N. What comes next?
• Mountains, Valleys and Plains.