Social Cognitive Theory is related to student learning. There are many debates on how to teach students in the best and most affective way. In my personal experience there is not an exact, perfect way to teach students. I would rather think that having a combination of different teaching styles and techniques is the best way to facilitate learning among students. For the three lessons the I have included in this website, I would note that all three of them are linked by the use of Social Cognitive Theory.
The definition of Social Cognitive Theory is the idea that students learn by observation and experience, rather than having the information presented to them in a lecture format. Students learn from recreating what they learned into their own ideas and perceptions of the lesson. Students see what is being demonstrated and will then want to copy or recreate what they saw. This is show in the lessons Guided Practice and Practice Application in each of the lessons.
Social Cognitive Theory can be related to lesson plans in the Guided Practice, as well as through the Practice Application. The students see what they will be learning and participating in when the teacher is going through the Guided Practice. They see what they are supposed to do to complete the lesson through the Guided Practice. They then have the opportunity to use what they have learned in the Practice Application.
In my lesson on the Judicial Branch of the Government students will learn about how they interpret the laws that are made in our country. In turn they students will look at some laws that are being observed now in Congress. They will then make a ruling on what should be done with the bill. This activity allows students to take what they have learned and observed through the lesson and then apply that knowledge.
Wednesday, September 30, 2009
EdPsy Progressive Portfolio Lesson Three
Judicial Branch
Name: Christine Gootee EDEL 350 Section #001 Email Address: cegootee@bsu.edu
Due Date: March 23, 2009 Teach Date: March 30, 2009
Practicum Teacher: Mrs. Coelho Grade Level: Fifth Grade
Lesson Topic: 3 Branches of Government Subject area: Social Studies
Circle one: Whole Group or Small Group
INTASC Principle(s):
The professional educator: plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals ( INTASC 7).
IN State Standard(s): 5.2 Students will identify main components and characteristics of the United States government. They will identify and explain key ideas in government from the colonial and founding periods that continue to shape civic and political life.
IN State Indicator(s): 5.2.7 Functions of Government: Describe the three branches of the United States government, their functions and their relationships.
Lesson Objective(s): The students will be able to describe what the Judicial branch of the government does.
Materials/Media List:
Student used:
- Notebooks
- Pencil
- Judicial Branch Book
Teacher used
- Power Point on New Information
- Computer for Motivation
Motivation: To begin the lesson I would like the students to see the Schoolhouse Rock Video. I think that this will give the students a little information and get them excited about the lesson.
Goal for Learner: “Today we will be learning about a system checks and balances and the Judicial Branch of the Government.”
Procedures:
o New Information- Power point (student chose to read each point)
• There are 3 branches of government. The reason that there are three branches is so there is not a one and only power.
• The three branches have a checks and balances system. This is so that they can all work together and check on what the other branches is doing.
• The Judicial Branch of the government is the Supreme Court which is made up of 9 Justices.
• There is one Chief Justice.
• There is no specific qualifications for the Justices, but all of them have been trained in law most pursued legal and political careers before serving on the Court
• Does any one know what the Supreme Court does?
o They are special judges who interpret the laws according to the constitution.
o They only hear cases that relate to the Constitution
o Settle the arguments between states.
o . Questions, Cues, Advance Organizers
• They are the highest court in the country.
• There are lower courts that hear cases that pertain to the Constitution.
• These are federal courts, and the Constitution did not create them.
• Congress thought that they were necessary and established them using power granted by the Constitution.
• Congress and the Courts balance each other.
• Congress makes laws, but the courts interpret them. The Supreme Court decides if a law fits the meaning of the Constitution.
• This is called Judicial Review, it allows the court to over-rule federal and state laws when they conflict with the interpretation of the Constitution .
• There are many disagreements in the US about federal rules and laws.
• The Constitution has special plans to solve these issues.
• That is why there is a Judicial Branch in the Government.
• Members of the Judicial Branch of Government are not elected by the people, they are appointed by the President and confirmed by the Senate.
• Article Three in the Constitution is where the Judicial Branch of Government was found.
• Judges can only be removed by impeachment by the House of Representatives.
• There is no fixed term.
• They serve until death, retirement, or conviction (impeachment)
• Guided Practice
o Students will be grouped.
o There will be 3 students in place as lawyers for the given Bill
o There will be 3 others that do not want the Bill.
o Nine students will be the Supreme Court.
o The remaining students will be representatives from the lower courts. They will be there to follow the bill to see what the verdict is.
o The Bill states that Congress is considering a bill that will make criticism of the President on the Internet illegal. The Bill has been approved by the Congress and the President. Now the Supreme Court must be ready to hear the arguments in favor and against the bill. The Supreme Court will vote on the Bill, majority wins. -Cooperative Learning
o While the two groups of Lawyers are coming up with their points and arguments the other students will be walking through some Jigsaw group settings.
o I will divide the students in the Supreme Court into four groups of four.
o There will be 4 tables where there will be information more in-depth information on a specific feature of the Judicial Branch. One student from each group will go to each table and learn about what is on the table. They will have 3 minutes at the table, and then they will be asked to return to their group.
o While in their group each person will share what he/she learned. They will have 6 minutes to do that.
o Then we will all get together and continue on with the bill and voting process.
• Check for Understanding
• Teacher will ask:
• What are some of the Roles of The Supreme Court?
• How long can Judges serve?
• How do they become Judges?
• If Congress makes the laws, what do the courts do?
• Practice/Application
o Students will now have an understanding about the Judicial Branch of the Government.
o They no complete a Judicial Branch Workbook.
o The questions will be about what they had learned in the lesson and some similar prompts about bills. They will have to determine if they are bills that should be passed or not.
• Questions that will be in the book-
• The ______________ Branch of the federal government interprets and reviews the laws of the nation.
• The __________________ is the highest court in the U.S.A.
• There are members in the Supreme Court.
• What year did the Supreme Court first meet?
• Would a bill about how students have to go to school until 5pm pass? Why or why not.
• What is one bill that you would like to pass to make the world a better place?
• Closure
o Teacher will ask students why the three branches are needed.
o What is the most important role of the Supreme Court?
o What does the Judicial Branch mainly do?
o Questions, Cues, Advance Organizers
Evaluation of Student Learning: (Evaluation of the assessment that should match objective with criteria for assessment included in a rubric.)
3 2 1 0
Judicial Book Completed with no flaws, perfect understanding of concepts. Completed with 1-2 flaws, strong understanding of concepts. Completed with 3-4 flaws, weak understanding of concepts. Completed 5-6 flaws, no understanding of concepts.
Lesson Extension: Have the students learn about the other two branches of government.
Then we could all work together as the three branches and see how a law is made
Annotated Bibliography:
• Informational:
http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/1.htm
o The website above gave a great description as to what the judicial branch of government does. It gave great examples and had some helpful ideas for me to use in my lesson
http://www.whitehouse.gov/our_government/judicial_branch/
This is the official site that has information about the Judicial Branch. This gave alittle more in depth about how the judges are selected and how long their term is. This gave me some ideas for my new information. I actually learned some information that I did not know.
INSTRUCTIONAL-
http://www.cyberlearning-world.com/lessons/oct6usg.htm
-This is the site that I found the idea to have the students work to pass a bill. It had a bunch of great ideas when teaching all three branches.
http://edsitement.neh.gov/view_lesson_plan.asp?id=222
This had a few ideas that I adapted for my lesson.
9 Justices
The number of Supreme Court Justices has changed over the years.
Initially, the Court was made up of six Justices who had been
appointed by George Washington. Thefirst time they met was
February 1, 1790. The number of Justices has been as high
as 10. President Franklin D. Roosevelt tried to raise the number to
15 at one point, but the number has been nine since 1869. Since our
government was established, more than one hundred justices have
served on the Court, and until recently, all were men. Sandra Day
O’Connor was the first woman named to the Supreme Court. She
was appointed in 1981. Ruth Bader Ginsburg was seated in 1993 as
the secondwoman. This is a list of the current Justices.
Chief Justice John G. Roberts Jr.
Justice John Paul Stevens
Justice Antonin Scalia
Justice Anthony Kennedy
Justice David H. Souter
Justice Clarence Thomas
Justice Ruth Bader Ginsburg
Justice Stephen G. Breyer
Justice Samuel Alito
Supreme Court Building
The Supreme Court did not have a home until 1935. This was the 146th year of its existence. Initially, the Court met in the Merchants Exchange Building in New York City. When the National Capital moved to Philadelphia in 1790, the Court moved with it, establishing Chambers first in the State House (Independence Hall) and later in the City Hall. When the Federal Government moved, in 1800, to the permanent Capital, Washington, the District of Columbia, the Court again moved with it. Congress lent the Court space in the new Capitol Building. Finally in 1929, Chief Justice William Howard Taft, who had been President of the United States from 1909 to 1913, persuaded Congress to end this arrangement and authorize the construction of a permanent home for the Court. Architect Cass Gilbert was charged by Chief Justice Taft to design “a building of dignity and importance suitable for its use as the permanent home of the Supreme Court of the United States.”
The Judicial Process
Article III of the Constitution of the United States guarantees that every person accused of wrongdoing has the right to a fair trial before a judge and jury.
The Fourth, Fifth, and Sixth Amendments to the Constitution provide additional protections for those accused of a crime. These include:
-A guarantee that no person shall be deprived of life, liberty, or property without the due process of law
-Protection against being tried for the same crime twice ("double jeopardy")
-The right to a speedy trial by an impartial jury
-The right to cross-examine witnesses, and to call witnesses to support their case
-The right to legal representation
-The right to avoid self-incrimination
-Protection from excessive bail, excessive fines, and cruel and unusual punishments
State Judicial Branch
State judicial branches are usually led by the state supreme court, which hears appeals from lower-level state courts. Court structures and judicial appointments/elections are determined either by legislation or the state constitution. The Supreme Court focuses on correcting errors made in lower courts and therefore holds no trials. Rulings made in state supreme courts are normally binding; however, when questions are raised regarding consistency with the U.S. Constitution, matters may be appealed directly to the United States Supreme Court.
Name: Christine Gootee EDEL 350 Section #001 Email Address: cegootee@bsu.edu
Due Date: March 23, 2009 Teach Date: March 30, 2009
Practicum Teacher: Mrs. Coelho Grade Level: Fifth Grade
Lesson Topic: 3 Branches of Government Subject area: Social Studies
Circle one: Whole Group or Small Group
INTASC Principle(s):
The professional educator: plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals ( INTASC 7).
IN State Standard(s): 5.2 Students will identify main components and characteristics of the United States government. They will identify and explain key ideas in government from the colonial and founding periods that continue to shape civic and political life.
IN State Indicator(s): 5.2.7 Functions of Government: Describe the three branches of the United States government, their functions and their relationships.
Lesson Objective(s): The students will be able to describe what the Judicial branch of the government does.
Materials/Media List:
Student used:
- Notebooks
- Pencil
- Judicial Branch Book
Teacher used
- Power Point on New Information
- Computer for Motivation
Motivation: To begin the lesson I would like the students to see the Schoolhouse Rock Video. I think that this will give the students a little information and get them excited about the lesson.
Goal for Learner: “Today we will be learning about a system checks and balances and the Judicial Branch of the Government.”
Procedures:
o New Information- Power point (student chose to read each point)
• There are 3 branches of government. The reason that there are three branches is so there is not a one and only power.
• The three branches have a checks and balances system. This is so that they can all work together and check on what the other branches is doing.
• The Judicial Branch of the government is the Supreme Court which is made up of 9 Justices.
• There is one Chief Justice.
• There is no specific qualifications for the Justices, but all of them have been trained in law most pursued legal and political careers before serving on the Court
• Does any one know what the Supreme Court does?
o They are special judges who interpret the laws according to the constitution.
o They only hear cases that relate to the Constitution
o Settle the arguments between states.
o . Questions, Cues, Advance Organizers
• They are the highest court in the country.
• There are lower courts that hear cases that pertain to the Constitution.
• These are federal courts, and the Constitution did not create them.
• Congress thought that they were necessary and established them using power granted by the Constitution.
• Congress and the Courts balance each other.
• Congress makes laws, but the courts interpret them. The Supreme Court decides if a law fits the meaning of the Constitution.
• This is called Judicial Review, it allows the court to over-rule federal and state laws when they conflict with the interpretation of the Constitution .
• There are many disagreements in the US about federal rules and laws.
• The Constitution has special plans to solve these issues.
• That is why there is a Judicial Branch in the Government.
• Members of the Judicial Branch of Government are not elected by the people, they are appointed by the President and confirmed by the Senate.
• Article Three in the Constitution is where the Judicial Branch of Government was found.
• Judges can only be removed by impeachment by the House of Representatives.
• There is no fixed term.
• They serve until death, retirement, or conviction (impeachment)
• Guided Practice
o Students will be grouped.
o There will be 3 students in place as lawyers for the given Bill
o There will be 3 others that do not want the Bill.
o Nine students will be the Supreme Court.
o The remaining students will be representatives from the lower courts. They will be there to follow the bill to see what the verdict is.
o The Bill states that Congress is considering a bill that will make criticism of the President on the Internet illegal. The Bill has been approved by the Congress and the President. Now the Supreme Court must be ready to hear the arguments in favor and against the bill. The Supreme Court will vote on the Bill, majority wins. -Cooperative Learning
o While the two groups of Lawyers are coming up with their points and arguments the other students will be walking through some Jigsaw group settings.
o I will divide the students in the Supreme Court into four groups of four.
o There will be 4 tables where there will be information more in-depth information on a specific feature of the Judicial Branch. One student from each group will go to each table and learn about what is on the table. They will have 3 minutes at the table, and then they will be asked to return to their group.
o While in their group each person will share what he/she learned. They will have 6 minutes to do that.
o Then we will all get together and continue on with the bill and voting process.
• Check for Understanding
• Teacher will ask:
• What are some of the Roles of The Supreme Court?
• How long can Judges serve?
• How do they become Judges?
• If Congress makes the laws, what do the courts do?
• Practice/Application
o Students will now have an understanding about the Judicial Branch of the Government.
o They no complete a Judicial Branch Workbook.
o The questions will be about what they had learned in the lesson and some similar prompts about bills. They will have to determine if they are bills that should be passed or not.
• Questions that will be in the book-
• The ______________ Branch of the federal government interprets and reviews the laws of the nation.
• The __________________ is the highest court in the U.S.A.
• There are members in the Supreme Court.
• What year did the Supreme Court first meet?
• Would a bill about how students have to go to school until 5pm pass? Why or why not.
• What is one bill that you would like to pass to make the world a better place?
• Closure
o Teacher will ask students why the three branches are needed.
o What is the most important role of the Supreme Court?
o What does the Judicial Branch mainly do?
o Questions, Cues, Advance Organizers
Evaluation of Student Learning: (Evaluation of the assessment that should match objective with criteria for assessment included in a rubric.)
3 2 1 0
Judicial Book Completed with no flaws, perfect understanding of concepts. Completed with 1-2 flaws, strong understanding of concepts. Completed with 3-4 flaws, weak understanding of concepts. Completed 5-6 flaws, no understanding of concepts.
Lesson Extension: Have the students learn about the other two branches of government.
Then we could all work together as the three branches and see how a law is made
Annotated Bibliography:
• Informational:
http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/1.htm
o The website above gave a great description as to what the judicial branch of government does. It gave great examples and had some helpful ideas for me to use in my lesson
http://www.whitehouse.gov/our_government/judicial_branch/
This is the official site that has information about the Judicial Branch. This gave alittle more in depth about how the judges are selected and how long their term is. This gave me some ideas for my new information. I actually learned some information that I did not know.
INSTRUCTIONAL-
http://www.cyberlearning-world.com/lessons/oct6usg.htm
-This is the site that I found the idea to have the students work to pass a bill. It had a bunch of great ideas when teaching all three branches.
http://edsitement.neh.gov/view_lesson_plan.asp?id=222
This had a few ideas that I adapted for my lesson.
9 Justices
The number of Supreme Court Justices has changed over the years.
Initially, the Court was made up of six Justices who had been
appointed by George Washington. Thefirst time they met was
February 1, 1790. The number of Justices has been as high
as 10. President Franklin D. Roosevelt tried to raise the number to
15 at one point, but the number has been nine since 1869. Since our
government was established, more than one hundred justices have
served on the Court, and until recently, all were men. Sandra Day
O’Connor was the first woman named to the Supreme Court. She
was appointed in 1981. Ruth Bader Ginsburg was seated in 1993 as
the secondwoman. This is a list of the current Justices.
Chief Justice John G. Roberts Jr.
Justice John Paul Stevens
Justice Antonin Scalia
Justice Anthony Kennedy
Justice David H. Souter
Justice Clarence Thomas
Justice Ruth Bader Ginsburg
Justice Stephen G. Breyer
Justice Samuel Alito
Supreme Court Building
The Supreme Court did not have a home until 1935. This was the 146th year of its existence. Initially, the Court met in the Merchants Exchange Building in New York City. When the National Capital moved to Philadelphia in 1790, the Court moved with it, establishing Chambers first in the State House (Independence Hall) and later in the City Hall. When the Federal Government moved, in 1800, to the permanent Capital, Washington, the District of Columbia, the Court again moved with it. Congress lent the Court space in the new Capitol Building. Finally in 1929, Chief Justice William Howard Taft, who had been President of the United States from 1909 to 1913, persuaded Congress to end this arrangement and authorize the construction of a permanent home for the Court. Architect Cass Gilbert was charged by Chief Justice Taft to design “a building of dignity and importance suitable for its use as the permanent home of the Supreme Court of the United States.”
The Judicial Process
Article III of the Constitution of the United States guarantees that every person accused of wrongdoing has the right to a fair trial before a judge and jury.
The Fourth, Fifth, and Sixth Amendments to the Constitution provide additional protections for those accused of a crime. These include:
-A guarantee that no person shall be deprived of life, liberty, or property without the due process of law
-Protection against being tried for the same crime twice ("double jeopardy")
-The right to a speedy trial by an impartial jury
-The right to cross-examine witnesses, and to call witnesses to support their case
-The right to legal representation
-The right to avoid self-incrimination
-Protection from excessive bail, excessive fines, and cruel and unusual punishments
State Judicial Branch
State judicial branches are usually led by the state supreme court, which hears appeals from lower-level state courts. Court structures and judicial appointments/elections are determined either by legislation or the state constitution. The Supreme Court focuses on correcting errors made in lower courts and therefore holds no trials. Rulings made in state supreme courts are normally binding; however, when questions are raised regarding consistency with the U.S. Constitution, matters may be appealed directly to the United States Supreme Court.
Tuesday, September 29, 2009
EdPsy 393 Lesson Plan Two
Fractions, Decimals, and Percents
Name: Christine Gootee EDEL 350 Section #001 Email Address: cegootee@bsu.edu
Due Date: January 28, 2009 Teach Date: February 2, 2009
Practicum Teacher: Mrs. Coelho Grade Level: Fifth Grade
Lesson Topic: Working with percents and decimals Subject area: Math
Circle one: Whole Group or Small Group
INTASC Principle(s):
The professional educator: plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals ( INTASC 7).
IN State Standard(s): Number Sense: Students compute with whole numbers, decimals, and fractions and understand the relationship among decimals, fractions, and percents. They understand the relative magnitudes of numbers. They understand prime and composite numbers.
IN State Indicator(s): Interpret percents as a part of a hundred. Find decimal and percent equivalents for common fractions and explain why they represent the same value.
Lesson Objective(s): Students will be able to calculate common fractions to equivalent percent and decimal forms.
Materials/Media List:
Student used
- Fraction Puzzles
- Pencil
- Paper
- Crazy Math Teacher Chart
- Folded paper notebook
Teacher used
- Poster board
- Numbers for matching game on poster board.
-------------------------------------
Motivation: The students will be doing a short review on simple common fractions just to get their minds back on fractions. There will be 3 pre-made puzzles for the students to work on together. The puzzles will have a fraction, decimal, or percent. Then there will be questions asking what is the numerator? What is the denominator? Is this a fraction, decimal, or percent? What does equivalent mean? This will help the student’s get involved and on track with the lesson.
Goal for Learner: “Today we will be learning how to convert fractions to decimals and percents.”
Procedures:
• New Information- It will be important to get the student writing the examples down, so this is where the 3 page booklet will be used. The students can use each flap to take notes and practice some problems on.
o The students will be given fractions and asked to convert them to the relating percents and decimals with the teacher walking them through each example.
o The first problem will be 2/5. This particular problem will need to shown. Teacher will ask: “Does anyone know what we should do first?” Questions, Cues, Advance Organizers
o If not teacher will explain how this fraction could be multiplied by 2 on top and bottom.
o This will make the fraction 4/10. Teacher will ask: “why did we want to have a denominator of 10?” Questions, Cues, Advance Organizers
o Response will lead to converting this fraction to a decimal. Having the denominator of ten will make the conversion to decimals easier.
o After finding the decimal will help the students see what the percent will be.
o They can use the same technique of multiplying the top and bottom by the same number to find the percent. Teacher will ask: “ what could we multiply with the denominator to get a hundred?” Then “Will we have to multiply the top by the same number?” Questions, Cues, Advance Organizers
o The second example will be writing 1/6 into its decimal form.
o We will walk through the steps.
o Ask the students “ does anyone know what we will do first?” Questions, Cues, Advance Organizers
o Explain that we could divide the denominator by the numerator.
o This problem will be on the second flap of the flip book.
o The third practice problem will be writing a decimal as a fraction.
o The example will be .55.
o Students will be asked if they are aware of the first step.
o Will show them that setting the decimal up as a fraction over a hundred and then reducing will the correct way to go about the problem.
o The practice problem will get the students to remember all the ways they can solve problems.
• Modeling
o Teacher will have a matching game on a poster board for the students to practice what they had learned prior in the lesson.
o Teacher will explain:
• There will be a table with two columns. One column will have a stationary fraction, percent, or decimal.
• On the other side there will be places to match up equivalent numbers.
• The students will grab one of the magnetic pieces and have to match them up
• The teacher will walk the students through the first example of the game.
• Guided Practice
o Students will pick their piece and will place them where they think that belong.
o The other students will have the chance to either agree or disagree with that student.
o If they disagree they can help each other out. (Cooperative Learning)
• Check for Understanding
o Some questions that could be asked to check for understanding would be:
• What steps would you take to find a decimal from a fraction that had a denominator of 5?
• What steps would you take to find a fraction from a decimal like .76?
• Practice/Application
o The students will be working with Crazy Math Teacher Chart (pre-made).
o On one side of the chart will be 10 numbers. These numbers will be
• 4/20, 2 ¼, 3/25,
• 1.75, .35, 3.50, 5.6
• 60%, 32%, 67%
• The students will have to write the two equal percent, decimals, or fractions that relate to the given on side one.
• Closure
o Teacher will rap up with having students tell what they have learned.
o Then Ask them to turn in their Crazy Math Teacher Charts.
NOTE: ADD the following labels to identify these learning strategies in the lesson plan:
(Underline the strategy within lesson when that strategy was incorporated into instruction. Identify in bold print within the parts of lesson that match these learning strategies; include 2 or more different strategies.)
-Identifying Similarities/Differences -Summarizing/Notetaking
-Non-linguistic Representations -Cooperative Learning
-Generating/Testing Hypotheses -Questions, Cues, Advance Organizers
Evaluation of Student Learning: (Evaluation of the assessment that should match objective with criteria for assessment included in a rubric.)
3 2 1 0
Crazy Math Teacher Chart Completed with no flaws, perfect understanding of concepts. Completed with 1-2 flaws, strong understanding of concepts. Completed with 3-4 flaws, weak understanding of concepts. Completed 5-6 flaws, no understanding of concepts.
Lesson Extension: The teacher could move from fractions and mixed numbers to improper fractions. Some of the same techniques will be used, but there will be a few more to include.
The activities could be similar as well.
Annotated Bibliography:
• Informational:
o Mathematics for Elementary School Teachers 4th edition: O’Daffer
• This book has ideas and ways for teachers to explain this lesson.
-Scholastic Success With Math Workbook Grade 5
- This book has some great worksheets, and practice problems that could be helpful.
• Instructional: http://visualfractions.com/index.htm
o This link can be used to show the differences between fractions by using a circle.
o Math Made Easy: Fifth Grade Workbook
• This has some ideas that I will use for the board.
Name: Christine Gootee EDEL 350 Section #001 Email Address: cegootee@bsu.edu
Due Date: January 28, 2009 Teach Date: February 2, 2009
Practicum Teacher: Mrs. Coelho Grade Level: Fifth Grade
Lesson Topic: Working with percents and decimals Subject area: Math
Circle one: Whole Group or Small Group
INTASC Principle(s):
The professional educator: plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals ( INTASC 7).
IN State Standard(s): Number Sense: Students compute with whole numbers, decimals, and fractions and understand the relationship among decimals, fractions, and percents. They understand the relative magnitudes of numbers. They understand prime and composite numbers.
IN State Indicator(s): Interpret percents as a part of a hundred. Find decimal and percent equivalents for common fractions and explain why they represent the same value.
Lesson Objective(s): Students will be able to calculate common fractions to equivalent percent and decimal forms.
Materials/Media List:
Student used
- Fraction Puzzles
- Pencil
- Paper
- Crazy Math Teacher Chart
- Folded paper notebook
Teacher used
- Poster board
- Numbers for matching game on poster board.
-------------------------------------
Motivation: The students will be doing a short review on simple common fractions just to get their minds back on fractions. There will be 3 pre-made puzzles for the students to work on together. The puzzles will have a fraction, decimal, or percent. Then there will be questions asking what is the numerator? What is the denominator? Is this a fraction, decimal, or percent? What does equivalent mean? This will help the student’s get involved and on track with the lesson.
Goal for Learner: “Today we will be learning how to convert fractions to decimals and percents.”
Procedures:
• New Information- It will be important to get the student writing the examples down, so this is where the 3 page booklet will be used. The students can use each flap to take notes and practice some problems on.
o The students will be given fractions and asked to convert them to the relating percents and decimals with the teacher walking them through each example.
o The first problem will be 2/5. This particular problem will need to shown. Teacher will ask: “Does anyone know what we should do first?” Questions, Cues, Advance Organizers
o If not teacher will explain how this fraction could be multiplied by 2 on top and bottom.
o This will make the fraction 4/10. Teacher will ask: “why did we want to have a denominator of 10?” Questions, Cues, Advance Organizers
o Response will lead to converting this fraction to a decimal. Having the denominator of ten will make the conversion to decimals easier.
o After finding the decimal will help the students see what the percent will be.
o They can use the same technique of multiplying the top and bottom by the same number to find the percent. Teacher will ask: “ what could we multiply with the denominator to get a hundred?” Then “Will we have to multiply the top by the same number?” Questions, Cues, Advance Organizers
o The second example will be writing 1/6 into its decimal form.
o We will walk through the steps.
o Ask the students “ does anyone know what we will do first?” Questions, Cues, Advance Organizers
o Explain that we could divide the denominator by the numerator.
o This problem will be on the second flap of the flip book.
o The third practice problem will be writing a decimal as a fraction.
o The example will be .55.
o Students will be asked if they are aware of the first step.
o Will show them that setting the decimal up as a fraction over a hundred and then reducing will the correct way to go about the problem.
o The practice problem will get the students to remember all the ways they can solve problems.
• Modeling
o Teacher will have a matching game on a poster board for the students to practice what they had learned prior in the lesson.
o Teacher will explain:
• There will be a table with two columns. One column will have a stationary fraction, percent, or decimal.
• On the other side there will be places to match up equivalent numbers.
• The students will grab one of the magnetic pieces and have to match them up
• The teacher will walk the students through the first example of the game.
• Guided Practice
o Students will pick their piece and will place them where they think that belong.
o The other students will have the chance to either agree or disagree with that student.
o If they disagree they can help each other out. (Cooperative Learning)
• Check for Understanding
o Some questions that could be asked to check for understanding would be:
• What steps would you take to find a decimal from a fraction that had a denominator of 5?
• What steps would you take to find a fraction from a decimal like .76?
• Practice/Application
o The students will be working with Crazy Math Teacher Chart (pre-made).
o On one side of the chart will be 10 numbers. These numbers will be
• 4/20, 2 ¼, 3/25,
• 1.75, .35, 3.50, 5.6
• 60%, 32%, 67%
• The students will have to write the two equal percent, decimals, or fractions that relate to the given on side one.
• Closure
o Teacher will rap up with having students tell what they have learned.
o Then Ask them to turn in their Crazy Math Teacher Charts.
NOTE: ADD the following labels to identify these learning strategies in the lesson plan:
(Underline the strategy within lesson when that strategy was incorporated into instruction. Identify in bold print within the parts of lesson that match these learning strategies; include 2 or more different strategies.)
-Identifying Similarities/Differences -Summarizing/Notetaking
-Non-linguistic Representations -Cooperative Learning
-Generating/Testing Hypotheses -Questions, Cues, Advance Organizers
Evaluation of Student Learning: (Evaluation of the assessment that should match objective with criteria for assessment included in a rubric.)
3 2 1 0
Crazy Math Teacher Chart Completed with no flaws, perfect understanding of concepts. Completed with 1-2 flaws, strong understanding of concepts. Completed with 3-4 flaws, weak understanding of concepts. Completed 5-6 flaws, no understanding of concepts.
Lesson Extension: The teacher could move from fractions and mixed numbers to improper fractions. Some of the same techniques will be used, but there will be a few more to include.
The activities could be similar as well.
Annotated Bibliography:
• Informational:
o Mathematics for Elementary School Teachers 4th edition: O’Daffer
• This book has ideas and ways for teachers to explain this lesson.
-Scholastic Success With Math Workbook Grade 5
- This book has some great worksheets, and practice problems that could be helpful.
• Instructional: http://visualfractions.com/index.htm
o This link can be used to show the differences between fractions by using a circle.
o Math Made Easy: Fifth Grade Workbook
• This has some ideas that I will use for the board.
EdPsy 393 Lesson Plan One
Underground Railroad
Name: Christine Gootee EDEL 300 Section: _004_
Due Date: September 1 Grade Level: 4th Grade
Lesson Topic: Underground Railroad Subject: English/Technology
Whole Group or Small Group: Whole Group
INTASC Principle(s):
The professional educator: plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
IN State Standard(s): 4.5
At Grade 4, students are introduced to writing informational reports and responses to literature. Students continue to write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 - Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.
IN State Indicator(s): 4.5.4
Write summaries that contain the main ideas of the reading selection and the most significant details.
Example: Write a book review, including enough examples and details about the plot, character, and setting of the book to describe it to a reader who is unfamiliar with it..
Lesson Objective(s): Students should be able to describe the mina idea, characters, plot, and ending of 3 stories about the Underground Railroad. They will also being doing some research on the internet that can help back up what they have learned.
Materials/Media:
- Computers
- 3 books
o Moses: When Harriet Tubman Led Her People to Freedom By: Carole Boston Weahterford
o Minty: A story of Young Harriet Tubman By; Alan Schroeder and Jerry Pinkney
o The Drinking Gourd: A story of the Underground Railroad By: F.N. Monjo
- 2 websites
o www.nationalgeographic.com/railroad/kids.html
o www.whitehouse.gov/kids/timeline/railroad.html
Motivation:
I will show the student each of the books, reminding them that we have already covered each of them. They then will be able to brainstorm with their neighbor about what each otf the stories had to offer. They can use this time to review what happened in each of the stories, the plot, characters, setting, and ending of the story.
Goal for Learner: “Today students we will be writing reviews for each of the three stories that we read in class and be using technology to back what we write.”
Procedure: Identify in bold before parts of procedure that match these items
- New Information- In the stories and other lessons we have learned about the Underground Railroad and Harriet Tubman. The students will now do their own research to help write their reviews. I will give them these two websites to use during their research.
- www.nationalgeographic.com/railroad/kids.html
- www.whitehouse.gov/kids/timeline/railroad.html
- Modeling- The students and I will discuss what makes a good review. I will see what they think they should include in their book review. We will look at some book reviews. We will discuss what we thought was covered well and what was not covered well. Then, we will determine what we will use in our own book review.
- Guided Practice- I will then write on the board the topics that I wish to have the students cover in their review and research.
- They will need to identify the plot, theme, characters, and their favorite part.
- Include how the plot and theme of the story relate to the actual history of the Underground Railroad.
- Express their like or dislike of the story.
- Express if they think the author was true to the history of the Underground Railroad.
- Check for Understanding- I will ask the students if they have any last questions before hey go home to finish their project. I will make sure that they can access the websites, and are able to see the information.
- Practice/Application- The students must have the plot, theme, character, and setting covered in their review. They must also express their thought on the story. Laslty, they must used the internet resources to back their ideas.
- Closure-We will review all that we have learned about the Underground Railroad, and the information that they have learned from doing their own research.
Learning strategies: (Underline strategy in procedures sections of the lesson plan. Identify in bold print within the parts of lesson and that match these learning strategies; include 2 or more different strategies.)
Identifying Similarities/Differences Summarizing/Notetaking
Non-linguistic Representations (graphic organizers) Cooperative Learning
Generating/Testing Hypotheses Questions, Cues, Advance Organizers
Evaluation of Student Learning: (refers to objective, includes checklist/rubric)
| Meets Expectations | Student described ideas well. | Students described ideas poorly. | Students did not described the concept. |
| Answers Personal questions | Student described ideas well. | Students described ideas poorly. | Students did not described the concept. |
| Used Web ideas | Student described ideas well. | Students described ideas poorly. | Students did not described the concept. |
Lesson Extension: We could now go into more of the affects the Civil War had on slavery.
Annotated Bibliography:
Include one "hot" link, (hyper link) for instructional or informational resources. Include one digital image of one instructional or informational resource.
- Informational: (2 required - Do not include Marzano or Indiana State Standards)
- Instructional: (2 required - Do not include Marzano or Indiana State Standards)
- Moses: When Harriet Tubman Led Her People to Freedom By: Carole Boston Weahterford
o The story helps the students get a clear understanding of what Harriet Tubman actually did and how risky it was. The story also has great illustrations that I hope spark their imagination.
- Minty: A story of Young Harriet Tubman By; Alan Schroeder and Jerry Pinkney
o Another great children’s book that places the issues in words and ideas that they could understand.
- The Drinking Gourd: A story of the Underground Railroad By: F.N. Monjo
o Another Childrens book that deals with the underground Railroad, is perfect for students own reading.
-www.nationalgeographic.com/railroad/kids.html
- www.whitehouse.gov/kids/timeline/railroad.html
Both websites are child based and easy for the students to do their research.
Subscribe to:
Comments (Atom)
