Activity: Weather Journal
Grade Level: 1st and 2nd
Use the Internet to track temperature in Makkah, Saudi Arabia to understand how weather conditions affect lifestyles. Convert centigrade to Fahrenheit measurements. For early elementary students.
Objective: The Weather Journal helps students understand some of the lifestyle differences between our local community and Makkah, Saudi Arabia.
This activity is done by students for one to two weeks in the spring, after students can add double digit numbers:
1. Daily, go to the Internet to get temperatures in Makkah and Hurst, Texas.
2. Records the temperatures on scrap paper and shares them with the class
3. Whole class does the conversion of the Makkah temperature; several volunteers come up to the board to do the math OR students use calculators at their desks
4. Everyone records the Makkah and Hurst temperatures in their journals.
5. At the end of the class, the whole class discusses what patterns the temperatures have shown for the week. Teacher writes ideas on the board and group copy into their journals. Group discusses food, clothing, shelter in relationship to weather. Discuss ways to continue to track the weather at home if you do not have a computer e.g. through the newspaper, weather channel on television, etc.
Preparation:
The "Weather Dude" http://www.wxdude.com/
Map Skills:
1. Learn the seven continents and their locations
2. Learn the location of your state and city on the North American continent
3. Learn the location of Makkah on the continent of West Asia
4. Learn the location of Makkah and that it is the capital of Saudi Arabia
Classroom Review/Conversion Formula/Journals:
1. Post signs with website address and our city, state and zip code.
2. Discuss need to convert Makkah temperatures, given in centigrade, to Fahrenheit system used to record local temperatures
Conversion formula:
multiply the centigrade temperature by 9 then divide by 5 and add 32 to get Fahrenheit; for example:
Step 1.) 22° centigrade x 9 = 198
Step 2.) 198 / 5 = 39.6
Step 3.) 39.6 + 32 = 71.6° Fahrenheit
Note: this is done using a calculator. Find the Fahrenheit temperature by using a Fahrenheit/Centigrade scale. The scale page may be printed out for students' use.
Modified from: http://www.dia.org/education/egypt-teachers/mathsci/wilson/prep.htm
Tuesday, November 11, 2008
Sunday, October 12, 2008
Self-Concept / Self-Esteem
Life Skill: Communication
Time Frame: 90 minutes
Summary:One of the most important tasks of a parent is to preserve a child's self-concept. All other tasks refer back to this important idea.
Objective: Identify factors influencing the development of self-concept.
Materials:
Attachments
Self_Concept.ppt
Self_Concept.doc
Self-concept_powerpoint.pdf
Self-concept.pdf
Background For Teachers:
Attachments
SELF_CONCEPT_CYCLE.doc
Self-concept_Cycle.pdf
Web Sites
Help your child develop Self Esteem
Words of Praise
Family Mission Statement
Developing Social Skills
Intended Learning Outcomes:Be able to define self concept and self esteem. Understand the role and importance of self esteem in personal development and growth
Instructional Procedures:Use the following outline during the lesson on self concept/self esteem.
Attachments
Outline_for_Self_concept.doc
Outline_for_Self-concept.pdf
Assessment Plan:This lesson provides an opportunity for students gather some ideas on Self-Concept. Have them complete the study guide.
Attachments
Self_Concept.doc
Bibliography:Utah Curriculum Guide
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4410
Time Frame: 90 minutes
Summary:One of the most important tasks of a parent is to preserve a child's self-concept. All other tasks refer back to this important idea.
Objective: Identify factors influencing the development of self-concept.
Materials:
Attachments
Self_Concept.ppt
Self_Concept.doc
Self-concept_powerpoint.pdf
Self-concept.pdf
Background For Teachers:
Attachments
SELF_CONCEPT_CYCLE.doc
Self-concept_Cycle.pdf
Web Sites
Help your child develop Self Esteem
Words of Praise
Family Mission Statement
Developing Social Skills
Intended Learning Outcomes:Be able to define self concept and self esteem. Understand the role and importance of self esteem in personal development and growth
Instructional Procedures:Use the following outline during the lesson on self concept/self esteem.
Attachments
Outline_for_Self_concept.doc
Outline_for_Self-concept.pdf
Assessment Plan:This lesson provides an opportunity for students gather some ideas on Self-Concept. Have them complete the study guide.
Attachments
Self_Concept.doc
Bibliography:Utah Curriculum Guide
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4410
Stress
Time Frame: 90 minutes
Summary:Stress is a basic part of life. The way in which we deal with stress will make our lives pleasant and comfortable or leave us stressed and incapable of performing our obligations to the best of our abilities.
Objective: Students will participate in activities that help increase their self-awareness, values, goals and decision-making strategies.
Materials:Biodots, relaxation tape/CD/video, modeling clay, student handouts,
Intended Learning Outcomes:
1. Students will identify causes of stress.
2. Define symptoms of stress.
3. Examine positive forms of stress management.
Instructional Procedures:Follow instructions found in the teacher information attachment.
Attachments
stress.docTeacher information and lesson outline for teaching stress,
Ways_to_handle_stress.docStudent handout listing ways to handle stress.
score_your_stress.docAre you stressed? Student handout to figure stress level of an individual.
stress_tally.docStudent assignment: Students will write down causes of stress, ways they deal with stress, etc.
stress_pp.pptPowerpoint presentation to follow the lecture on stress.
Stress.pdf
Ways_to_Handle_Stress.pdf
Score_Your_Stress.pdf
Stress_Tally.pdf
Stress_powerpoint.pdf
Web Sites
Life Stress Tests Take the stress test to find out your stress level.
Womens Media Tells how to identify signs of stress in yourself and techniques to use to reduce the stress.
Bibliography:Utah Curriculum Guide
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4310
Summary:Stress is a basic part of life. The way in which we deal with stress will make our lives pleasant and comfortable or leave us stressed and incapable of performing our obligations to the best of our abilities.
Objective: Students will participate in activities that help increase their self-awareness, values, goals and decision-making strategies.
Materials:Biodots, relaxation tape/CD/video, modeling clay, student handouts,
Intended Learning Outcomes:
1. Students will identify causes of stress.
2. Define symptoms of stress.
3. Examine positive forms of stress management.
Instructional Procedures:Follow instructions found in the teacher information attachment.
Attachments
stress.docTeacher information and lesson outline for teaching stress,
Ways_to_handle_stress.docStudent handout listing ways to handle stress.
score_your_stress.docAre you stressed? Student handout to figure stress level of an individual.
stress_tally.docStudent assignment: Students will write down causes of stress, ways they deal with stress, etc.
stress_pp.pptPowerpoint presentation to follow the lecture on stress.
Stress.pdf
Ways_to_Handle_Stress.pdf
Score_Your_Stress.pdf
Stress_Tally.pdf
Stress_powerpoint.pdf
Web Sites
Life Stress Tests Take the stress test to find out your stress level.
Womens Media Tells how to identify signs of stress in yourself and techniques to use to reduce the stress.
Bibliography:Utah Curriculum Guide
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4310
Preschoolers
Summary:During this stage, the healthy developing child learns to imagine, to broaden his/her skills through active play of all sorts, including fantasy. They learn to cooperate with others as well as learning how to lead and how to follow.
Objective: Describe the growth and development of the preschooler.
Background For Teachers: Attachments
Web Sites
Normal Development http://www.childdevelopmentinfo.com/development/devsequence.shtml
Temperament http://www.childdevelopmentinfo.com/development/temperament_and_your_child.htm
Instructional Procedures: Attachments
Assessment Plan: Attachments
Bibliography:Utah Curriculum Guide -- Parents and Their Children Text
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4417
Objective: Describe the growth and development of the preschooler.
Background For Teachers: Attachments
Web Sites
Normal Development http://www.childdevelopmentinfo.com/development/devsequence.shtml
Temperament http://www.childdevelopmentinfo.com/development/temperament_and_your_child.htm
Instructional Procedures: Attachments
Assessment Plan: Attachments
Bibliography:Utah Curriculum Guide -- Parents and Their Children Text
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4417
Preschool Art
Life Skill: Social and Civic Responsibility
Time Frame: 45 minutes x 2 sessions
Group Size: Pairs
Summary:As motor skills and developmental levels are discussed, preschool age- appropriate art projects are a great way for total physical response learning with a class.
Objective: Describe the growth and development of the preschooler.
Materials:tempera paints, construction paper, rocks, paint brushes, cups (for water), crayons,
Background For Teachers:Know how to do projects ahead of time.
Student Prior Knowledge:Know the difference between small and large motor skills.
Intended Learning Outcomes:Students will be able to identify some develpmentally appropriate art projects for preschoolers and learn how to complete these activities.
Instructional Procedures:
1. Complete discussion on developmentally appropriate activities for preschoolers.
2. Choose one or two of the activities attached and have the class complete them.
3. Follow up with discussion questions for the class (on each attached sheet).
Strategies For Diverse Learners:All students can benefit from these fun learning activities, just help struggling students make the connection of how these activities help preschoolers.
Assessment Plan:Give points for completeness and correctness of art projects.
Bibliography:Child Development state curriculum MaryAnn Kohl, Preschool Art, ISBN0-87659-168-3
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=5501
Time Frame: 45 minutes x 2 sessions
Group Size: Pairs
Summary:As motor skills and developmental levels are discussed, preschool age- appropriate art projects are a great way for total physical response learning with a class.
Objective: Describe the growth and development of the preschooler.
Materials:tempera paints, construction paper, rocks, paint brushes, cups (for water), crayons,
Background For Teachers:Know how to do projects ahead of time.
Student Prior Knowledge:Know the difference between small and large motor skills.
Intended Learning Outcomes:Students will be able to identify some develpmentally appropriate art projects for preschoolers and learn how to complete these activities.
Instructional Procedures:
1. Complete discussion on developmentally appropriate activities for preschoolers.
2. Choose one or two of the activities attached and have the class complete them.
3. Follow up with discussion questions for the class (on each attached sheet).
Strategies For Diverse Learners:All students can benefit from these fun learning activities, just help struggling students make the connection of how these activities help preschoolers.
Assessment Plan:Give points for completeness and correctness of art projects.
Bibliography:Child Development state curriculum MaryAnn Kohl, Preschool Art, ISBN0-87659-168-3
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=5501
Positive Guidance Techniques
Life Skill: Thinking & Reasoning
Time Frame: 90 minutes
Group Size: Large Group
Summary:Through a power-point presentation and participation in a discussion, students will learn about different guidance techniques for children. The class will end with an application of their knowledge as students create a roller-box story to share with the class.
Objective: Analyze appropriate positive discipline/guidance techniques.
Web Sites
Child Development Institute Has a lot of information on Positive Parenting Guidance
http://www.childdevelopmentinfo.com/parenting/
Background For Teachers:The teacher needs to come up with personal experiences to share with the class, illustrating the concepts. The teacher should know how to run a power point presentation.
Intended Learning Outcomes:At the conclusion of this period, students will define and apply the different techniques of guidance through the use of a roller box activity, as directed by the teacher.
Instructional Procedures:
• Introduce topic: Family Discipline. Using worksheet provided, (see attachment) have students fill out the question of how a situation was handled in their family. Then have them fill out how they would have handled it themselves.
• Power Point: Have them take notes along with the power point as we talk about it.
• Appropriate Behavior Management Techniques: Situations and what to do. Have each student take a piece of paper with the technique written on it. Then have the student read it to the class and explain what they think it means (see attachment)
• Roller Boxes: Create a story using a given situation. Every two students will be given a situation about Annie’s week. They are to illustrate the situation and come up with the correct guidance technique as to how the adult should handle it. When all of the groups are finished, we will tape them all together and watch the “movie” as a class (using a box and paper towel rolls).
Assessment Plan:There will be an oral review in the last 5 minutes as well as an activity in which the students must apply the things that they have heard.
Bibliography:http://www.picturesof.net/_gallery/_People/_PAGES/girl_smiling_photos_00206251936.html : this is the site where I got a couple of pictures
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4899
Time Frame: 90 minutes
Group Size: Large Group
Summary:Through a power-point presentation and participation in a discussion, students will learn about different guidance techniques for children. The class will end with an application of their knowledge as students create a roller-box story to share with the class.
Objective: Analyze appropriate positive discipline/guidance techniques.
Web Sites
Child Development Institute Has a lot of information on Positive Parenting Guidance
http://www.childdevelopmentinfo.com/parenting/
Background For Teachers:The teacher needs to come up with personal experiences to share with the class, illustrating the concepts. The teacher should know how to run a power point presentation.
Intended Learning Outcomes:At the conclusion of this period, students will define and apply the different techniques of guidance through the use of a roller box activity, as directed by the teacher.
Instructional Procedures:
• Introduce topic: Family Discipline. Using worksheet provided, (see attachment) have students fill out the question of how a situation was handled in their family. Then have them fill out how they would have handled it themselves.
• Power Point: Have them take notes along with the power point as we talk about it.
• Appropriate Behavior Management Techniques: Situations and what to do. Have each student take a piece of paper with the technique written on it. Then have the student read it to the class and explain what they think it means (see attachment)
• Roller Boxes: Create a story using a given situation. Every two students will be given a situation about Annie’s week. They are to illustrate the situation and come up with the correct guidance technique as to how the adult should handle it. When all of the groups are finished, we will tape them all together and watch the “movie” as a class (using a box and paper towel rolls).
Assessment Plan:There will be an oral review in the last 5 minutes as well as an activity in which the students must apply the things that they have heard.
Bibliography:http://www.picturesof.net/_gallery/_People/_PAGES/girl_smiling_photos_00206251936.html : this is the site where I got a couple of pictures
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=4899
Introduction to Child Development
Life Skill: Social and Civic Responsibility
Time Frame: 90 minutes
Summary:The study of children should be an important part of every person's life. We cannot communicate with children if we do not understand them. Our lives have been greatly influenced by our childhood and our experiences.
Objective: Recognize the characteristics and responsibilities of parenting.
Student Prior Knowledge:Childhood experience!
Instructional Procedures:The teacher could introduce herself/himself by unpacking a suitcase full of items that in some way represent his/her life. It should be a fun introduction that tries to help each class member identify with the teacher in some way. Bringing in your own baby pictures and telling about some of your childhood experiences may also help students relate to you.
Assessment Plan:Observation of the students during the introduction of themselves and their participation in the discussions and learning activities. You may have the students turn in one of the Activity sheets you hand out to them.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=3263
Time Frame: 90 minutes
Summary:The study of children should be an important part of every person's life. We cannot communicate with children if we do not understand them. Our lives have been greatly influenced by our childhood and our experiences.
Objective: Recognize the characteristics and responsibilities of parenting.
Student Prior Knowledge:Childhood experience!
Instructional Procedures:The teacher could introduce herself/himself by unpacking a suitcase full of items that in some way represent his/her life. It should be a fun introduction that tries to help each class member identify with the teacher in some way. Bringing in your own baby pictures and telling about some of your childhood experiences may also help students relate to you.
Assessment Plan:Observation of the students during the introduction of themselves and their participation in the discussions and learning activities. You may have the students turn in one of the Activity sheets you hand out to them.
Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=3263
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