Sunday, May 31, 2020

100 days of #stayhome

#STAYHOME

On June 15th

#100 days of #stayhome


We're celebrating the number 100

We've been home since May 15th; we're celebrating the 100th day of #stayhome and #stayhealthy

via GIFER

Here are ways you can celebrate too


Keep track of 100 days

100 seconds
What can you do in 100 seconds?


This is an activity sheet to use on the 100th day of school.  Students do different activities while being timed for 100 seconds.  Then the students record what they can do in 100 seconds.

PE for day 100

UPDATED - 100 Days Smarter Classroom Pack #1


Race to 100

Race to 100 Free 100th Day Counting Game


Write 100 words in cursive

100th Day of School Activities by Fluttering Through First Grade




Thursday, May 28, 2020

Amish Apple Fritter

Image may contain: food


Amish Apple Fritter
Ingredients 
3 cups all-purpose flour   
   1½ cups sugar
3 teaspoons baking powder
½ teaspoon salt
¾ teaspoon Apple Pie Spice
 2 large eggs
 1 cup milk
1 teaspoon vanilla
2 Tablespoons butter, softened
 1½ cups peeled, chopped apples
Oil for frying and Confectioners sugar
Directions
Pour oil into a deep skillet or Dutch oven to a depth of about 3 inches. Heat to 375 degrees. Sift flour, sugar, salt,baking powder and Apple Pie Spice into a large mixing bowl.
Place eggs in a separate bowl and beat them lightly. Stir in milk and vanilla. Make a well in the center of the dry ingredients and pour in the milk mixture. Add butter and beat with a mixer on low speed to moisten, about 1/2 minute. Scrape down sides of bowl and increase speed to medium for 2 minutes longer.
Fold in apples. Using a 1/4 cup size measuring cup, drop into hot oil. Be careful not to splash the oil on yourself. If your pot is not very large at the top, you may be able to cook only one at a time.As the fritters cook, they will rise to the top. When browned on the first side, carefully turn them over with a spatula to brown the second side. Drain on paper towels and sprinkle immediately, and generously, with confectioner sugar or glaze I prefer glaze.
To make glaze confectioners sugar and milk or water whisk together and glaze while warm.

Wednesday, May 27, 2020

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Tuesday, May 26, 2020

Free Online College Classes || college readiness course completed in 24 hours!


Image result for sophia

https://www.sophia.org/



Free classes until July

If your university, school, or workplace education program has been affected by COVID-19, Sophia is here to help. Sophia.org is offering free access to ACE-recommended courses for college credit until July 31, 2020.



You can sign up anytime. It seems they have a 30 days free option.

They also mention that they have sent Sophia transcripts on behalf of students to the following institutions.
(They do not have a formal articulation agreement and therefore can’t guarantee transfer. Schools accept credit transfer on a case-by-case basis and decisions may vary by student and specific degree plan. Please contact your institution’s registrar for their guidance and please contact a Sophia Learning Coach for help.) Academy for Nursing and Health Occupations Adams State University Adelphi University Alabama State University American Business & Technology University American Military University American Public University American Sentinel University American University of Antigua Andrews University Angelo State University Anna Maria College Anne Arundel Community College Anoka Ramsey Community College Antioch University Arapahoe Community College (CO) Arizona State University Arizona Western College Arkansas State University Ashford University Ashworth College Aspen University Athens State University Atlantic Cape Community College Austin Peay State University Azure College Bacone College Baker College Bay Path University Bellevue University Benedictine University Bluegrass Community and Technical College Boise State University Boston University Metropolitan College Bowling Green State University Brandman University Broward College Cabarrus College of Health Sciences (Concord, NC) California Baptist University California Coast University California Southern University California State University - Chico California State University - Long Beach California State University - Sacramento Calumet College of St. Joseph Capella University Cardinal Stritch University Carlow University Caroll Community College Cecil College Century College Chamberlain College of Nursing Champlain College Charter Oak State College Chattanooga State Technical Community College City University of New York City University of Seattle Claflin University Cochise College College for America College of Mount Saint Vincent College of Staten Island Colorado Christian University Colorado State University Global Campus Columbia Southern University Columbia University NY Columbus State University Community College of Allegheny County (Allegheny County, PA) Community College of the Air Force Concordia College (Bronxville, NY) Concordia University (St. Paul, MN) Cornerstone University Cuesta College Cuyahoga Community College Daemen College Dakota College at Bottineau Dallas Baptist University Danville Community College (Danville, VA) Davenport University Daytona State College Delaware Community College (Media, PA) Devine Mercy University DeVry University Drew University (Madison, NJ) Duquesne University Eastern Kentucky University Eastern Tennesee State University Eastern Washington University Edinboro University Elms College Evergreen Valley College Excelsior College Fairleigh Dickinson University Farmingdale State College Fayetteville Technical Community College Fisher College (Boston, MA) Florida Academy of Nursing Florida Gulf Coast University Florida Southern College Fort Hays State University Framingham State University Franklin Pierce University Franklin University Fresno Pacific University Fuller Theological Seminary Galen College of Nursing Gavilan College Georgetown University Georgian Court University Georgia State University Glenville State College Gonzaga University Graceland University Grace School of Theology Grand Canyon University Granite State College Grantham University Harrisburg Area Community College Herzing University Hillsborough Community College Hillsdale College Houston Community College Hunter College of The City University Indian River State College Iowa State University Ivy Tech Community College John Jay College of Criminal Justice Johns Hopkins Bloomberg School of Public Health Kaplan University Keiser College Kent State University Lakeland University Lake Superior College Lancaster Bible College Landmark Baptist College Laredo Community College Lasell College Lenoir Rhyne University Liberty University Lindenwood University Lone Star College Louisiana Tech University Loyola University (Chicago, IL) Marian University Martin Methodist College McDaniel College Mercy College Metropolitan State University Miami Dade College Miami University Midwives College of Utah Nassau Community College National American University National University New England College Online New Jersey City University New Jersey Institute of Technology New Mexico State University New York Chiropractic College New York University Northampton Community College North Central Missouri College North Central State College Northern Arizona University Northern Virginia Community College North Idaho College North Lake College (Irving, TX) North Park University Northwest Nazareth University (Nampa, ID) Nova Southeastern University Ohio University Oklahoma State University Open College @ Kaplan University Oregon State University Owens Community College Pace University Palomar College Park University Patten University Penn Foster College Pennsylvania College of Health Sciences Pensacola State College Piedmont Technical College Pillar College Polk State College Portland Community College Presentation College Prince George's Community College (Largo, MD) Rasmussen College Red Rocks Community College (Lakewood, CO) Regent University Regis University Rhode Island College Rio Salado Community College (Tempe, AZ) Riverland Community College Rivier University Rochester Institute of Technology Rowan University Saba University School of Medicine Sage College (Albany, NY) Saint Joseph's College of Maine Saint Xavier University Sam Houston State University Santa Barbara Community College Santa Fe Community College Seattle Pacific University Shawnee State University Shippensburg University of Pennsylvania Simmons College Sonoma State University Southeastern University Southern Assemblies of God University Southern Nazarene University Southern University South Plains College South Seattle Community College Southwestern Assemblies of God University Southwest Minnesota State University Spring Arbor University Spring Hill College St. Andrews University State College of Florida State University of New York - Broome Community College State University of New York - Buffalo State University of New York - Empire State College State University of New York - Farmingdale University State University of New York - Plattsburgh State University of New York - Polytechnic Institute St. Catherine University St. Charles Community College St. Cloud State University St. Georges University (Grenada) St. Johns University (New York, NY) Stony Brook University Strayer University St. Scholastica College Tabor College Tarrant County College Technical College of the Lowcountry Texas Southern University Texas State University Texas Tech University Thomas Edison State University Thomas Nelson Community College Trident University Trinity International University Truckee Meadows Community College Union County Community College United States Sports Academy University of Akron University of Arkansas Community College at Morrellton University of Arkansas Sysem - Eversity University of California - Berkeley University of Central Arkansas University of Central Florida University of Cincinnati University of Detroit Mercy University of Idaho University of Indiana Terre Haute University of Kentucky University of Louisville University of Mary University of Maryland Baltimore County University of Maryland University College University of Nebraska - Omaha University of New England University of New Mexico University of North Carolina - Greensboro University of Oklahoma University of Phoenix University of Rhode Island University of San Francisco University of South Dakota University of Southern Indiana University of South Florida - Sarasota University of St. Mary University of Texas at Arlington University of Texas - Austin University of Washington - Seattle University of Washington - Tacoma University of Wisconsin - Eau Claire University of Wisconsin (Flexible Options) University of Wisconsin - Stout University of Wyoming Utah State University Utah Valley University Villanova University Virginia Commonwealth University Walden University Waldorf College Waldorf University Online Webster University Weimar Institute (Weimer, CA) West Chester University West Coast University Western Carolina University Western Governors University West Texas University William Paterson University William Woods University Wilmington University Wright State University Youngstown University

Saturday, May 23, 2020

Bank Street’s approach

Bank Street’s approach to teaching and learning is widely recognized as the gold standard in progressive education.

Bank Street’s rich historical and philosophical commitment to progressive education is evident in our approach to the teaching and learning of both children and adults.

The Bank Street approach, known as the developmental-interaction approach, recognizes that all individuals learn best when they are actively engaged with materials, ideas, and people, and that authentic growth requires diverse and nurturing opportunities for ongoing social, emotional, and cognitive development.

At Bank Street, we view teachers and leaders as facilitators of learning. Therefore, we believe it is the educator’s role to meet students “where they are” to help them develop and realize their unique potential. By combining a deep understanding of human development and educational theory with a disciplined approach to observation and reflection, Bank Street educators provide students with meaningful learning opportunities best suited for their learning and growth.

Through this approach, students develop in the broadest sense: They learn to understand themselves more deeply and to make meaning of the world around them; they build the courage and confidence to think independently and creatively, and they develop the skills to work respectfully and collaboratively with others. Our educators encourage students to be curious, love learning, be respectful, embrace human differences, and engage with the world around them to prepare them to lead lives of consequence. Through thoughtful engagement with teachers, peers, and their environments, Bank Street students build strong critical thinking and the academic and professional skills they will need to thrive in school settings and in life.

As progressive educators, we are deeply committed to strengthening the learning of both the individual and the community, including schools, caregivers, families, and the larger society in which all adults and children interact and learn. Through our work, Bank Street partners with local communities to support strengths-based, learner-centered, and equitable education practices that help influence positive learning outcomes for all students and educators.

Bank Street’s progressive approach to education proudly provides students, educators, and communities with a foundation for transforming our world in large and small ways. Social justice, advocacy, and building an inclusive community are at the core of our work. Every day, we challenge ourselves and our students to grow from the opportunities and hurdles inherent in people working and learning together. In the words of Bank Street founder Lucy Sprague Mitchell, “we see in education the opportunity to build a better society.”

https://www.bankstreet.edu/


https://www.bankstreet.edu/research-publications-policy/snapshots-of-practice/learning-to-teach-observing-and-reflecting/










Friday, May 22, 2020

co-creation of learning and teaching

Curriculum Is Power, So Co-Create It With Students
By Starr Sackstein on July 19, 2018 5:14 AM


curriculum is power.png



Since knowledge is power and how we present and what we present to students is derived from a variety of different places that don't always tell the whole story, it is imperative that we start including students in these powerful curricular decisions.

For too long, it was textbooks that dictated the content that was placed before students. Schools bought textbooks and teachers followed the chapters and units as written. It was the perfect package deal to make everything appear easier for everyone involved.

In the not so distant past, many educational systems have started moving away from packaged curricula, but not nearly enough. Sure they don't always come in textbooks alone anymore, now they are sold as programs, also prewritten for ease. Schools shop these programs around and hopefully supplement them in order to provide a well-rounded experience for students.

The older students get, once they get into their secondary learning, the content becomes denser and how we choose to expose students to a variety of topics, depending on where we come from, the beliefs and policies of our individual states, and our own beliefs color how and what we present.

This is a horrible disservice to students.

As our world changes, it is our job to prepare students for a world where they must find truth through the various different versions that present themselves. We can do this by taking an active position of working with students to co-create the curriculum that is taught by providing ample choice and voice into the content and the process of learning.

In so many ways students understand the world younger and younger and we have to empower them to make sense of it in a way that best represents each of their needs. We, as educators, can share our passions, exposing our students to different texts and sources they may not have heard of, but instead of using one version of whatever we present, why not offer a variety and ask them to make meaning as we support them in that effort.

Currently, in my leadership program, I'm taking a curriculum development course for administrators which has sadly confirmed many things I have always believed about the power of curriculum. As a student myself, I had an AP US teacher who started the class by telling us everything he would teach us was a lie. It was quite the hook for an 11th grade Social Studies class, but it certainly worked as I remember it to this day. And he was right.

What we did in that class was uncover many truths about our country that weren't necessarily taught in the mainstream. He didn't try to indoctrinate us, merely expose us to a variety of different primary sources, and asked us to consider different possibilities than what we had always been taught.

Recently on NPR, I heard something about Thomas Jefferson and his heirs and how history sometimes tries to rewrite itself from its clearly ugly and sometimes compromised past. It's safe to say that Jefferson was a brilliant man and important in the founding and building of our country, but he was also deeply flawed as a person. His narrative is told in only partial truths that hurts the integrity of our learning. This is just one example, but hardly not the only one.

It isn't just in Social Studies classes in the United States or other countries. We all know that history is written by the victors, but there are two sides or more to every story and each of those sides deserves to be heard.

As an English teacher, it wasn't my job to tell students what authors meant in their writing or what different symbols in texts meant. It was my job to create an atmosphere where my students felt safe to challenge each other's views and critically view texts from a variety of lenses and then determine personal meaning. This is what curriculum should seek to do, provide ample opportunities for students to read deeply, question thoroughly, and explore the world they live in within their own context and the context of others.

When we consider what we teach students, we must ask ourselves why every piece of content is where it is. What is the purpose of learning? Who owns the learning and how can we empower students more and more to be in charge of what it looks like? It's their turn, not ours any longer.

How can we engage students in this dialogue at every age as appropriate? Please share

Thursday, May 21, 2020

The Hundred Languages of Children Poem

The Hundred Languages of Children

No way.
The hundred is there.
The child is made of one hundred.
The child has a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
a hundred, always a hundred
ways of listening
of marveling, of loving
a hundred joys
for singing and understanding
a hundred worlds to discover
a hundred worlds to invent
a hundred worlds to dream.
The child has a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.
The school and the culture
separate the head from the body.
They tell the child to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only at Easter and Christmas.
They tell the child
to discover the world already there
and of the hundred
they steal ninety-nine.
They tell the child
that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things
that do not belong together.
And thus they tell the child
that the hundred is not there.
The child says
“No way – The hundred is there.”
Loris Malaguzzi
(translated by Lella Gandini

Wednesday, May 20, 2020

Reggio Emilia Approach



Picture

Loris Malaguzzi was an early childhood educator who founded the educational philosophy known as the Reggio Emilia Approach. He was instrumental in the creation of a network of municipal preschools and infant-toddler centers in the Italian town of Reggio Emilia.

Image result for Loris Malaguzzi

https://dspace.library.uvic.ca/bitstream/handle/1828/8015/Slipp_Kari_MEd_2017.pdf?sequence=3&isAllowed=y



The Reggio Emilia approach to early childhood education views young children as individuals who are curious about their world and have the powerful potential to learn from all that surrounds them. Educational, psychological, and sociological influences are important factors to consider in understanding children and working to stimulate learning in inappropriate ways. Reggio teachers employ strategies such as exposing children to a wide variety of educational opportunities that encourage self-expression, communication, logical thinking, and problem-solving.
Principles of the Reggio Emilia Approach:
The Reggio approach follows four major principles. These are:
Emergent Curriculum. A classroom’s curriculum stems from the particular interests of children. Curriculum topics are derived from talking with children and their families, as well as from things that are known to be interesting to children (puddles, dinosaurs, and so on). Teachers compare notes and observations in team planning sessions to decide which projects would be best suited to children in their classes, what materials will be needed, and how they can encourage parents and the community to become involved.
In-Depth Projects. These projects are thorough studies of concepts and ideas based on the information gathered about children’s interests. Projects are often introduced to children as adventures and can last anywhere from a week or two to the entire school year. Teachers act as advisors on these projects, helping children decide in which direction they would like to take their research, how they can represent what they learn, and what materials would be best suited for their representations.
Representational Development. This principle takes into account Howard Gardner’s concept of multiple intelligences. The Reggio Emilia approach calls for the presentation of new ideas and concepts in multiple forms, such as print, art, drama, music, puppetry, and so on. Varied presentations ensure that all children have the chance to understand and connect with the concepts being explored.
Collaboration. The idea of collaboration is seen as necessary to further a child’s cognitive development. Groups both large and small are encouraged to work together to problem-solve using dialogue, comparisons, negotiations, and other important interpersonal skills. Each child’s voice is heard in order to promote a balance between a sense of belonging to the group and a sense of self.

The Teacher’s Role
Teachers play a dual role in the Reggio Emilia classroom. Their primary role is to learn alongside children, becoming involved in group learning experiences as a guide and resource. A Reggio Emilia teacher must always carefully observe and track the growth of children and the classroom community. Reggio teachers will also take time to reflect on what they have learned about themselves and their teaching.

Observation and Documentation
Documentation of the growth of both children and teachers is another important component of the Reggio Emilia approach. Photos of children at work and play, along with dictations of their experiences, help teachers and parents learn more about what does and do not work for a child. Teachers can then adjust the dynamics of their classrooms accordingly.

The Classroom as Teacher
The classroom is referred to as the “third teacher” in Reggio schools. Much like the Montessori approach, great care is taken to construct an environment that allows for the easy exploration of various interests. The documentation mentioned above is often kept at children’s eye level so that they, too, can see how they are progressing over the year. Items from home, such as real dishware, tablecloths, plants, and animals, contribute to a comforting, “homey” classroom environment.

All of these principles and beliefs combine to make Reggio Emilia classrooms an interesting and highly effective method of expanding children’s minds—one adventure at a time.

Using Reggio Emilia Techniques in Your Own Classroom
Organize your classroom in a way that helps children make thoughtful decisions about the materials they would like to use for different projects
Document children’s progress using many different methods, such as video, photographs, tape recordings, work portfolios, and recorded dictations
Form a group of other teachers and parents to help compare information and adjust to the special needs and interests of children

Tuesday, May 19, 2020

Asynchronous Homeschoolers

Asynchronous classes let students complete their work on their own time. Students are given a timeframe – it's usually a one-week window – during which they need to connect to their class at least once or twice.

Synchronous vs Asynchronous Learning: What's The Difference?
Synchronous learning is when classes occur on set schedules and time frames. Students and instructors are online at the same time in synchronous classes since lectures, discussions, and presentations take place at specific hours. All students must be online at that exact time in order to participate in the class.


Asynchronous classes let students complete their work on their own time. Students are given a timeframe – it's usually a one-week window – during which they need to connect to their class at least once or twice. The good news is that in asynchronous courses, you could hit the books no matter what hour of the day (or night).

synchronous vs asynchronous learning

https://www.elearners.com/education-resources/degrees-and-programs/synchronous-vs-asynchronous-classes/

Sunday, May 17, 2020

Adverb Poem

The Adverb Poem: a fun writing & grammar activity. The students write a poem that incorporates adding adverbs, one at a time, to create a poem. By the end, students have a better understanding of what adverbs are, and have fun reading the poetry aloud.

Adverb Poem

This is an Adverb poem that teaches students the functions of an adverb. 

An adverb tells how, when, and where to do something.

An adverb modifies a verb, an adverb, or an adjective. 
note – Bold words are adverbs.

© Rudolph 2009

 

An adverb tells us how to milk a cow.

So, milk it quickly 

Milk how? Quickly.

An adverb tells us when to feed a hen. 

So, feed it daily

Feed when? Daily

An adverb tells us where to hide from a bear.

So, hide there. 

Hide where? There.

by, Christopher Rudolph



Adverb poemAdverb Poems

Saturday, May 16, 2020

The Little Old Lady Who Was Not Afraid of Anything by Linda Williams Lesson Plan

Lesson Title: There was an old lady who was not afraid of anything- sequencing Lesson Length: 1 Day


The Teaching Process

Lesson Overview:

TEKS/ELPS: 110.12(B)
(9) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events;


Lesson Objective (A, B, C, D): The students will be able to sequence the order of the events independently and in large groups in the correct order with 100% accuracy.

List of Materials/Resources:
• The book The Little Old Lady Who Was Not Afraid of Anything by Linda Williams
• a shirt
• a pair of shoes
• a hat
• a pair of gloves
• a pair of pants
• a pumpkin head
• Story stick activity (enough for three groups)
• scarecrow labeling activity




Instructional Sequence

Phase One: Engage the Learner
These activities mentally engage students with an event or question. Engagement activities capture students' interest and help them to make connections with what they know and can do. The teacher provides an orientation to the lesson and assesses students¹ prior understanding of the concepts addressed in the unit.

The teacher will review with the students about sequencing. It is an order of events that happen in a story or in our lives. The teacher will explain to the students that The Little Old Lady Who Was Not Afraid of Anything by Linda Williams is a sequencing book and encourage the students to listen for the events throughout the book. As a class, the teacher will introduce the different articles of clothing: a shirt, a pair of shoes, a hat, a pair of gloves, a pair of pants, and a pumpkin head. This will ensure that the students know what each item is. TW explains to the students that these items are props to the story and will be used while she reads. TW do an interactive reading and has students follow her as they "walk through the woods" finding the props along the way.

What's the teacher doing?
TW read the book The Little Old Lady Who Was Not Afraid of Anything by Linda Williams. TW be walking around the classroom pretending to be walking through the woods. The teacher will find the props throughout the class.
What are the students doing?
SW listen to the story and the sequence of events through the book and follow the teacher around the classroom.

Phase Two: Explore the Concept
Students encounter hands-on experiences in which they explore the concept further. They receive little explanation and few terms at this point because they are to define the problem or phenomenon in their own words. The purpose at this stage of the model is for students to acquire a common set of experiences from which they can help one another make sense of the concept. Students must spend significant time during this stage of the model talking about their experiences, both to articulate their own understanding and to understand another's viewpoint.

Students will be divided into small groups of 3-4. There will be a total of 6 groups. Half the small groups will do story stick activity the other half will do scarecrow labeling activity. After the groups are done, they will switch.
What's the teacher doing?
TW divides the student into groups of 3-4. TW designate which groups will do which activity. TW walk around the class and assist groups as needed.


What are the students doing?
SW be working in their small groups and participating in the completion of the activity they have been assigned to do.








Phase Three: Explain and Define Key Concepts
Only after students have explored the concept does the curriculum and/or teacher provide an explanation of the concept using diverse instructional strategies to convey what they are studying. The teacher may present the concepts via lecture, demonstration, reading, or multimedia (video, computer-based). Students then complete activities to deepen their learning of the concept and to examine mentally how this explanation fits with what they already know.





What's the teacher doing?
TW shows the sequence of events video:
http://www.watchknowlearn.org/Video.aspx?VideoID=53393


What are the students doing?
SW watch the sequence of events video.


Phase Four: Elaborate on the Concept
Students practice and demonstrate their understanding of the concept. They are given opportunities to apply the concept in unique situations, or they are given related ideas to explore and explain using the information and experiences they have accumulated so far. Cooperative discussions between the students are essential during the elaboration stage. By discussing their ideas with others, students can construct a deeper understanding of the concepts.
In small groups of 3-4, students will work on the out of order worksheet (jack o lantern).


What's the teacher doing?
TW walk around the class assisting the small groups as needed.

What are the students doing?
SW be working in their small groups to complete the out of order worksheet(jack o lantern).

Phase Five: Evaluate Students' Understanding of Concept
The final stage of the model has a dual purpose. It is designed for the students to continue to elaborate on their understanding and to evaluate what they know now and what they have yet to figure out. Evaluation of student understanding should take place throughout all phases of the instructional model. The evaluation stage, however, is when the teacher determines the extent to which students have developed a meaningful understanding of the concept.
SW create their own sequencing book using a blank booklet on a topic they chose off the topic list.
Topic List:
Making a sandwich
Washing a pet
Making your bed
Brushing your teeth
TW already has the sequence clue words written on the board.


What's the teacher doing?
TW walks around to make sure the students are on task and to assist when needed.
TW assess the students by their books to determine if they grasp the concept of sequencing.
What are the students doing?
SW be creating their own sequencing book making sure they put their events in the correct order as well as using the sequence clue words. SW refer to the sequence clue words written on the board.

Special Circumstances

Accommodations/ Modifications
Enrichment Activities




Helpful websites:

http://makinglearningfun.com/themepages/LittleOldLadyCutandPaste.htm
http://www.monet.k12.ca.us/curriculum/librarylessons/Lessons/1st/1_Little_Old_Lady_Who_Was_Not_Afraid.pdf

http://www.havefunteaching.com/files/worksheets/reading/sequencing/sequence-worksheet-pumpkin.pdf

Friday, May 15, 2020

Sweet, Chemistry Test

Materials Required:
gumdrops
toothpicks


Prove your understanding: VSEPR, Octet Rule, Bonding

Review concepts like the octet rule, valence shell electron pair repulsion, and covalent bonding before beginning the test.


Build the following molecules in your group with the toothpicks and "atoms". Keep in mind the valence shell electron pair repulsion (VSEPR) model which will determine the angles formed by the bonds. Remember the Octet Rule and look at the Periodic Table to decide how many bonds each atom will make.

After building the molecule models answer the questions at the bottom of the page.

H2O

BF3

CO2

H2 O2

C2 H6

NH3

C2H4

C2H6O -- Make two different molecules with this same formula.

C3 H8O -- Try to make three different molecules with this same formula.


1. Which molecule had a linear arrangement (a 180-degree bond angle)?

________________________________________________________________________

2. Which molecule had a trigonal planar shape (a flat triangle)?

________________________________________________________________________

3. Which molecule had a trigonal pyramidal shape (triangular pyramid)?

________________________________________________________________________

4. What are the different molecules with the same chemical formula called?

________________________________________________________________________

5. What two molecules had double bonds?

________________________________________________________________________

Thursday, May 14, 2020

Exploring Community Through Photography

Exploring Community Through Photography
Objective: To explore the concept of community through images and words. The students will become familiar with definitions of community and consider their roles in a chosen community.
Students will
• Define community
• Brainstorm different types of community
• Explore photography as a means of depicting a community
• Use writing to describe their roles in a chosen community
• Create a poster of images and words that illustrate the chosen community

Target Age Level: Middle School

Materials
Classroom digital camera/s
Classroom computer/s with printer and card reader
Chalkboard, whiteboard, or overhead projector
Old magazines for cutting
Interesting photographs or several photography books or magazines
Paper
Pencils
Poster boards
Markers
Glue

Step A
Work with the students to create heading which defines the basic types of communities. Possible headings proposed by Finnegan (1994) are 1) Locality or place 2) Common interests, not necessarily localized and 3) Localities or groups bound by close ties, such as family or neighborliness.

Discuss factors that may influence the development of a sense of community within a social group. Possible factors include kinship and marriage, language, religion, nationality, ethnicity, culture, residential persistence, availability of community organizations, etc. Emphasize not only the cohesive quality of the community but also the potential for internal conflict. Mills (2004) points out that conflicts within communities can be more embittered than conflicts among strangers due to the high degree of knowledge conflicting parties possess concerning their opponents in the dispute.

As a group
Brainstorm to develop a list of communities familiar to the students. Place them under the appropriate headings on the board or with an overhead projector

As individuals
Have the students compose their own personal definitions of "community."
Using classroom dictionaries, the students can then find a published definition.

Step B
Introduce students to the camera as a tool for depicting a community.
Distribute the following worksheet to introduce terms used in analyzing and discussing photographs (Way, 2006).
Worksheet
1. Subject (Who/What is in the picture?)
2. Setting (Where was the picture taken?)
3. Background (What is behind the subject?)
4. Foreground (What is in front of the subject?)
5. Focus (Is any part of the picture clear or blurry?)
6. Vantage Point/Point of View (Where was the photographer when he or she took the picture? Below the subject? Above the subject? Very close? Far away?)
7. Composition (Describe the lines, shapes, patterns, and colors in the image.)
8. Lighting (Quality: Is the lighting soft and diffused or hard and contrasty? Direction: Where is the light coming from in the picture?)
9. Mood (How does the picture make you feel?)

10. Meaning (What does this picture say to you?)

Divide the class into groups. Give each group a photocopied photograph (or they can choose one from a photography book or magazine) and ask them to write down ideas about what they can learn about the people depicted by studying the photo. Have each group present their photograph and ideas and encourage the class to comment and share additional ideas.

Distribute a quick guide to taking good photographs such as the one found at the following link http://www.ehow.com/how_4877017_good-photograph.html.
Discuss the guide with the students.

Provide a quick overview of the use of the classroom digital camera/s. Give each group several old magazines, a poster board, a glue stick, and markers. Have the students work together to create a poster composed of selected photos from the magazines and have them write creative captions for the photos, imagining what the subject of the photograph might be thinking or what they might say. While groups are working on their posters, each group can take turns taking the camera/s around and practice taking photographs of the other students working.

Groups can download and view their photographs on the classroom computer. Have the students take notes and critique their photographs, commenting on how they might improve the picture if they were to take the photograph again.

Suggest an additional exercise that will help students learn about framing a photograph. Have them cut a small rectangular window in a piece of notebook paper. Encourage the students to spend some time looking at their surroundings in different settings throughout the frame.

Step C

Assign the students a writing exercise. Have them write a description of the community they have chosen for their final project. What characteristics distinguish this community? What factors connect the members? Think back to the 3 types of communities and the factors discussed in Step A. What role do they play in this community? Why have they selected this community to share with the class? What does it mean to them to be a part of this community?

Have the students make a list of possible photographs that they would like to take which would capture important elements of this community.

Assign the students the task of taking pictures of their community. Set a schedule and plan with students about the required number of photographs and the due date.

The following exercise can help students prepare for writing captions for their photographs. Again students should be supplied with a number of photographs to study for the purpose of the exercise (Way, 2006).

Pretend you are a curator and need to write a caption that tells the viewers the essential information about the picture.

Write a new caption for the picture.

Start by writing what you see in the image.
I see. . .

Expand to what you think the photograph is saying (the theme).
This photography is saying that . . .

Revise your writing to create one sentence that tells the theme of the picture.

Now revise that sentence to make sure your caption is concise and uses clear and specific
language.

When students have taken their photographs they can pair up to critique their photos and select the ones they wish to use in their final project. If editing software is available, students can be allowed to prepare their photographs for printing.

Once the photographs are printed students can write captions and arrange the final elements on a poster board to complete their project. Posters should be displayed in the classroom and an exhibition can be scheduled complete with refreshments and an opportunity for each student to present their work.

References
Finnegan (1994) as referenced in Mills, Dennis. (May 2004). Defining community: A critical review
of 'community' in Family and Community History. Community History. 7(1).
Mills, Dennis. (May 2004). Defining community: A critical review of 'community' in Family and
Community History. Community History. 7(1).
Way, Cynthia. Focus on photography: A curriculum guide. International Center of Photography, 2006.
Retrieved from http://www.icp.org/index.php?q=school/community-programs/teacher-resources

Wednesday, May 13, 2020

Maryland's History

Maryland's History

Pre-Colonial History

George CalvertGeorge Calvert, 1st Baron Baltimore, applied to Charles I for a royal charter for what was to become the Province of Maryland. After Calvert died in April 1632, the charter for "Maryland Colony" was granted to his son, Cecilius Calvert, 2nd Baron Baltimore, on June 20, 1632.

The colony was named in honor of Queen Henrietta Maria, the wife of King Charles I. Led by Leonard Calvert, Cecil Calvert's younger brother, the first settlers departed from Cowes, on the Isle of Wight, on November 22, 1633 aboard two small ships, the Ark and the Dove. Their landing on March 25, 1634 at St. Clement's Island in southern Maryland, is commemorated by the state each year on that date as Maryland Day. This was the site of the first Catholic mass in the Colonies, with Father Andrew White leading the service. The first group of colonists consisted of 17 gentlemen and their wives, and about two hundred others, mostly indentured servants who could work off their passage.

After purchasing land from the Yaocomico Indians and establishing the town of St. Mary's, Leonard, per his brother's instructions, attempted to govern the country under feudalistic precepts. Meeting resistance, in February 1635, he summoned a colonial assembly. In 1638, the Assembly forced him to govern according to the laws of England. The right to initiate legislation passed to the assembly. 

In 1638, Calvert seized a trading post in Kent Island established by the Virginian William Claiborne. In 1644, Claiborne led an uprising of Maryland Protestants. Calvert was forced to flee to Virginia, but he returned at the head of an armed force in 1646 and reasserted proprietarial rule.

Maryland soon became one of the few predominantly Catholic regions among the English colonies in North America. Maryland was also one of the key destinations where the government sent tens of thousands of English convicts punished by sentences of transportation. Such punishment persisted until the Revolutionary War.

The founders designed the city plan of the colonial capital, St. Mary's City, to reflect their world view. At the center of the city was the home of the mayor of St. Mary's City. From that point, streets were laid out that created two triangles. Located at two points of the triangle extending to the west were the first Maryland state house and a jail. Extending to the north of the mayor's home, the remaining two points of the second triangle were defined by a Catholic church and a school. The design of the city was a literal separation of church and state that reinforced the importance of religious freedom. The largest site of the original Maryland colony, St. Mary's City was the seat of colonial government until 1708.

air view of the two circles in the center of AnnapolisBecause Anglicanism had become the official religion in Virginia, a band of Puritans in 1642 left for Maryland; they founded Providence (now called Annapolis). In 1650, the Puritans revolted against the proprietary government. They set up a new government prohibiting both Catholicism and Anglicanism. In March 1655, the 2nd Lord Baltimore sent an army under Governor William Stone to put down this revolt. Near Annapolis, his Roman Catholic army was decisively defeated by a Puritan army in the Battle of the Severn. The Puritan revolt lasted until 1658, when the Calvert family regained control and re-enacted the Toleration Act. The Puritan revolutionary government persecuted Maryland Catholics during its reign. Mobs burned down all the original Catholic churches of southern Maryland. In 1708, the seat of government was moved to Providence, renamed Annapolis in honor of Queen Anne. St. Mary's City is now an archaeological site, with a small tourist center. Just as the city plan for St. Mary's City reflected the ideals of the founders, the city plan of Annapolis reflected those in power at the turn of the 18th century. The plan of Annapolis extends from two circles at the center of the city – one including the State House and the other the Anglican St. Anne's Church (now Episcopal). The plan reflected a stronger relationship between church and state, and a colonial government more closely aligned with the Protestant church.

Tobacco plantTobacco was the main export crop in the colonial era; it involved a great deal of hand labor, usually done by slaves, the original royal charter granted Maryland the Potomac River and territory northward to the fortieth parallel. This was found to be a problem, as the northern boundary would have put Philadelphia, the major city in Pennsylvania, within Maryland. The Calvert family, which controlled Maryland, and the Penn family, which controlled Pennsylvania, decided in 1750 to engage two surveyors, Charles Mason and Jeremiah Dixon, to establish a boundary. They surveyed what became known as the Mason–Dixon Line, which became the boundary between the two colonies. The crests of the Penn family and of the Calvert family were put at the Mason–Dixon line to mark it. Later the Mason–Dixon line was used as a boundary between free and slave states under the Missouri Compromise of 1820.


Maryland's History in Time

From 1763 to 1767, Charles Mason and Jeremiah Dixon surveyed Maryland's northern boundary line with Pennsylvania. In 1791, Maryland ceded land to form the District of Columbia.

In 1814, during the British attempt to capture Baltimore, the bombardment of Fort McHenry inspired Francis Scott Key to write the words to “The Star-Spangled Banner.” During the Civil War, Maryland was a slave state but remained in the Union. Consequently, Marylanders fought on both sides and many families were divided.

Painting of the battle of Baltimore and Ft. McHenry

Maryland's Eastern Shore and Western Shore embrace the Chesapeake Bay, and the many estuaries and rivers create one of the longest waterfronts of any state. The Bay produces more seafood—oysters, crabs, clams, fin fish—than any comparable body of water. Since the 1950s, fish stocks have declined due to increased residential and commercial development in the area and the attendant amount of nutrients, sediment, and toxic substances polluting the water. In 2009, President Barack Obama signed the Chesapeake Bay Restoration and Protection Executive Order that called on the federal government "to restore and protect the nation's largest estuary and its watershed."


Maryland and the War of 1812

The War of 1812 was a 32-month military conflict between the United States of America and the United Kingdom of Great Britain and Ireland, its North American colonies and its Indian allies. The outcome resolved many issues which remained from the American War of Independence, but involved no boundary changes. 

The U.S. frigate United States capturing H.B.M. frigate Macedonian

The United States declared war in 1812 for several reasons, including trade restrictions brought about by Britain's continuing war with France, the impressment of American merchant sailors into the Royal Navy, British support of American Indian tribes against American expansion, outrage over insults to national honor after humiliations on the high seas, and possible American interest in annexing British North American territory (part of modern-day Canada) which had been denied to them in the settlement ending the American Revolutionary War.

During the War of 1812 the British conducted raids against cities along Chesapeake Bay, up to and including Havre de Grace. There were also two notable battles that occurred in the state. The first was the Battle of Bladensburg, which occurred on August 24, 1814 just outside the national capital, Washington, D.C. The militiamen defending the city were routed and retreated in confusion through the streets of the city. After overrunning the confused American defenders at Bladensburg, the British took Washington, D.C. They burned and looted major public buildings, forcing President James Madison to flee to Brookeville, Maryland.

British troops advancing on Baltimore met unexpected American resistance in the Battle of North Point

Battle of North Point Monument (dedicated 1815), ca. 1870–1875, which appears on both the flag and the seal of Baltimore, Maryland The British marched next to Baltimore, where they hoped to strike a knockout blow against the demoralized Americans. Baltimore was not only a busy port, but the British thought it harbored many of the privateers who were despoiling British ships. The city's defenses were under the command of Major General Samuel Smith, an officer of Maryland militia and a United States senator. Baltimore had been well fortified with excellent supplies and some 15,000 troops. Maryland militia fought a determined delaying action at the Battle of North Point, during which a Maryland militia marksman shot and killed the British commander, general Robert Ross. The battle bought enough time for Baltimore's defenses to be strengthened.

After advancing to the edge of American defenses, the British halted their advance and withdrew. With the failure of the land advance, the sea battle became irrelevant and the British retreated.

At Fort McHenry, some 1000 soldiers under the command of Major George Armistead awaited the British naval bombardment. Their defense was augmented by the sinking of a line of American merchant ships at the adjacent entrance to Baltimore Harbor in order to thwart passage of British ships. The attack began on the morning of September 13, as the British fleet of some nineteen ships began pounding the fort with rockets and mortar shells. After an initial exchange of fire, the British fleet withdrew just beyond the 1.5 miles (2.4 km) range of Fort McHenry's cannons. For the next 25 hours, they bombarded the outmanned Americans. On the morning of September 14, an oversized American flag, which had been raised before daybreak, flew over Fort McHenry. The British knew that victory had eluded them. The bombardment of the fort inspired Francis Scott Key, a native of Frederick, Maryland, to write "The Star-Spangled Banner" as witness to the assault. It later became the country's national anthem.

Maryland felt the naval impact of the War of 1812 as well as the physical impact of a foreign invasion. For much of the war, the British Navy blockaded America's ports up and down the coast, hurting towns such as Baltimore that depended on trade. Baltimoreans fought back in the small, fast ships local shipbuilders had designed, causing the British to brand Baltimore "a nest of pirates" and forbid direct confrontation with American ships. During the middle years of the war, Rear Admiral Sir George Cockburn conducted raids on the Chesapeake Bay coast.

Battle of Bladensburg

On August 24th, 1814, Cockburn fought a series of engagements on the Patuxent River against Commodore Joshua Barney's flotilla of gunboats and armed, shallow-draft barges. Shortly before Barney was forced to scuttle his vessels, Major General Robert Ross landed an expeditionary force of British soldiers and marines in Benedict (Charles County) and marched in the direction of Washington. 

battleofbladensburg.jpg

On August 24, 1814, American troops defending the capital under Brigadier General William Winder were defeated by the British at the Battle of Bladensburg (Prince George's County), which allowed the capture and burning of Washington, D.C.

Battle of Baltimore

Francis Scott Key standing on boat, with right arm stretched out toward the US flag

The British then sailed up the Chesapeake to Baltimore. There a land invasion was halted on September 12, 1814 at the Battle of North Point, east of Baltimore City in Dundalk. By sea, the harbor mouth was protected by Fort McHenry, which sustained a heavy bombardment from the British Navy September 13 through the morning of the 14th. 

Upon seeing that the American flag still flew over the fort on September 14th, native Maryland lawyer Francis Scott Key was inspired to write the poem "The Star-Spangled Banner," which later became the national anthem of the United States. Following their defeat, the British withdrew from the Chesapeake Bay.

 

(--paraphrased from Encyclopedia Britannica)