Brenna Barney
MI Lessons - June 2010
Early Elementary - Social Studies lesson - Presidents
Linguistic
Read stories about the United States and Famous Presidents:
Examples include: Abe Lincoln’s Hat by Martha Brenner, A Picture Book of Abraham
Lincoln by David Adler, A Picture Book of George Washington by David Adler, The
United States of America by Millie Miller and Cyndi Nelson American A Patriotic
Primer by Lynne Cheney, Liberty Street by Candice Ransom, Let’s Split Logs, Abe
Lincoln by Peter and Connie Roop. If you were there when they Signed The
Constitution by Elizabeth Levy, George Washington by Cheryl Harness, Abe Lincoln
Remembers by Ann Turner, The American Flag by Patricia Ryon Quiri.
LogicalMathematical
As a class the students will create a timeline for each President of the United States.
Each student will be given a few president's to research and add important details about
their presidency to the class timeline.
Spatial
Bodily-Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic
Students will create a campaign button for if they were running for
president. They will design the campaign button and also write why
they should become president.
Abe is/ Abe is not. On stars cut out of construction paper have words about Abraham
Lincoln...some of them true, some of them not true. After reading books about
Abraham Lincoln the students will work together and be given the stars and they have to
determine if the word is true about Abraham Lincoln or not. The students will place the
star in the pocket chart under Abe is or Abe is not. Example words for stars: strong,
loyal, honest, lawyer, short, grumpy, lazy, unkind, tall, brave, weak, famous, funny,
smart, busy, dad, fair.
Students will listen to the Star Spangled Banner and learn the words to it.
Students will brainstorm in small groups first and then join together as a whole group a
list of ways that they can improve the United States if they were to become president.
Students will choose 1 president that they learned about
to think and reflect on ways they feel they are different, how they are alike, and what
they would ask that president if they could meet or have met. They will write the
answer to these questions in their journals.
Students will make a replica of the white house using sugar cubes.
Brenna Barney
June 2010
Elementary - Science - Body
Linguistic
Students will complete a cross word puzzle. Word list: brain, blood, heart, kidney, liver, lung,
skeleton, skull, foot, hand, rib, tibia, ulna, oxygen, eye, hair
n
i
a
r
b
d
h
e
m
e
s
o
s
k
b
l
t
r
b
u
l
l
b
o
d
t
e
v
i
l
u
n
g
i
e
o
e
s
f
o
o
t
a
e
r
m
m
x
l
e
t
o
h
h
g
i
r
a
l
y
e
n
d
i
k
l
a
h
c
e
e
g
k
s
h
e
e
h
l
h
t
u
g
e
s
e
e
h
o
u
h
e
o
u
l
n
a
s
b
i
a
e
e
l
l
c
e
h
a
e
i
k
b
d
i
r
t
o
n
n
v
LogicalStudents will measure different parts of their body and record it on a sheet of paper: Arm, leg,
Mathematical foot, toe, hand, finger, nose, eye. When done students will compare and with the others in the
classroom.
Spatial
Students will create a skeleton of their own to help them identify different bones in the body.
Students will color code their skeleton to help them remember the different parts to their
skeleton.
BodilyKinesthetic
Musical
Students will trace each other on body length paper. Students will then draw themselves on
their tracing.
Sing and move to Head, Shoulders, Knees, and Toes.
Head, shoulders, knees and toes, knees and toes
Head, shoulders, knees and toes, knees and toes
And eyes and ears and mouth and nose
Head, shoulders, knees and toes, knees and toes
Interpersonal
Neck, elbows, hips and feet, hips and feet
Neck, elbows, hips and feet, hips and feet
and thighs and rears and lips and teeth,
Neck, elbows, hips and feet, hips and feet
(Repeat each time to get faster)
This is an alternate second verse:
Ankles, elbows, feet and seat, feet and seat,
Ankles, elbows, feet and seat, feet and seat,
And hair and hips and chin and cheeks,
Ankles, elbows, feet and seat, feet and seat.
Students will partner read The Magic School Bus Inside the Human Body by Joanna Cole.
Intrapersonal
Complete: Getting to Know Me worksheet.
It asks for your height, if you are a boy or girl, your hair and eye color, and
asks you to draw a picture of yourself. The last half of the worksheet ask
you to list 5 questions you have about the human body.
Naturalistic
Students will compare and contrast a human bone to an animal bone.
Brenna Barney
June 2010
4th grade Writing - Poetry
Linguistic
LogicalMathematical
Spatial
Bodily-Kinesthetic
Musical
Interpersonal
Intrapersonal
Students will write poems. They will chose what type of poem they will write be that
abc, acrostic, cinquain, haiku, diamonte, free verse, or shape.
Students will compare and contrast between the different types of poems they have
learned about...abc, acrostic, cinquain, haiku, diamonte, free verse, and shape. How are
they similar and how are they different.
Students will draw an illustration to match their poem.
Students will come up with their own actions to go with their poem.
Students will record their favorite poem and one of their own using Audacity (program
on the Internet) and create a classroom cd of poems.
Students will read with a partner a book of poems. Example books could include Where
the Sidewalk Ends by Shel Silverstein, I Hope I Don't Strike Out by Bruce Lansky, and
My Hippo Has the Hiccups by Kenn Nesbitt.
Students will write a poem about themselves and reflect on why they chose the words
they did about themselves.
A sample outline...
I Am the One and Only Me!
My name is ___________________ I am unique.
I am the one and only me.
I am happiest when I'm___________________________
I adore ______________ (favourite thing in the world) when ___________________
I'm d__________, d__________ & d_____________ ____________ (adjectives)
NB you can change these letters but they all must remain the same ie 3 'e's or 'r's
I am saddest when I ________________________________
I am OH SO SCARED when_________________________
I am most excited when ____________________________
I am as ____________ (adjective) as an _______________ .(animal)
[NB the first word has to have the same first sound as the animal]
I _______________ (doing word) and I (doing word)
NEVER EVER will I again _________________________
I am brought to anger when ________________________
I am a ___________________ (object from nature that describes you)
I'm _______________ (describing word) and I ______________(doing word).
I dream of ________________________________________
I desire __________________________________________
I always _________________________________________ without being asked.
My eyes see a world _______________________________ (killer line to show insight)
With my hands I will _____________________________
(how will you try to make the world a better place)
I'm only ________ (age) years old and I long to _____________________________
My name is ___________________!
I am unique! I am the one and only me!
Naturalistic
Students will write a poem of their choice that includes animals or other items found in
nature.
Brenna Barney
June 2010
4th-5th grade - Reading - Book Review
Linguistic
LogicalMathematical
Spatial
Bodily-Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic
Students will create a book review using the Kid Pix computer program. They will
choose from Night of the Twisters by Ivy Ruckman, or Escaping the Giant Wave or
Earthquake Terror by Peg Kehret.
Before using Kid Pix, students will develop an outline line so that it is easier for them
to understand what they want to put into their review.
Students will draw, copy and paste pictures, and use animations in their review to show
details about the story they chose.
Students will present their final product to their classmates.
Students will add an audio clip using Audacity and read their favorite part of the book.
When students are finished with their book review outline they will share in a
small group their review. The students will brainstorm other ideas on how to make their
review better.
When the student has finished his/her book review and their presentation they will
journal about the experience creating a book review using Kid Pix and presenting it to
their classmates. How did they feel about using Kid Pix and how did they feel when
they presented their review to their classmates.
Students will create a project to go along with their review using details from the actions
that are in the stories. Students must incorporate how tornados, tsunami, or earthquakes
impact nature.
Brenna Barney
June 2010
3rd grade -Math - Multiplication
Linguistic
Students will create word problems for 2s and 3s multiplication.
Example: There are 3 carrots in each bundle. Ivan needs 3 carrots. How many bundles
of carrots should he buy?
The stationery store sells greeting cards in packs of 2. How many packs does Omar need
to buy if he wants to send greeting cards to 4 friends?
LogicalMathematical
Spatial
Bodily-Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic
Students will learn their 2s and 3s multiplication facts.
Students will create posters for 2s and 3s in multiplication. They will include pictures
as well as the multiplication facts.
Students will use their flash cards and create an inner outer circle facing each other.
The students in the inner circle will hold the flash cards while the outer circle students
will practice their multiplication facts. Students on the outside will rotate around the
circle stopping at each student in the inner circle once. When the outer circle has
completed a rotation, students will switch positions and the outer circle will become the
inner circle to hold the flashcards and the inner circle will move around the circle.
Students will listen to the multiplication rap for 2s and 3s.
Students will play multiplication tic tac toe. Before a student can place an X or O in the
slot they must first answer the multiplication problem correctly.
1x0 8x5 5x9
8x8 7x9 8x5
6x6 9x6 8x8
3x7 4x7 3x6
6x8 2x9 6x3
6x7 7x8 8x9
Students will journal about which multiplication fact from the 2s and 3s is the hardest
and why they feel that way.
Students will collect items from outside and group them into multiplication problems.
The students will be paired up and will solve the problems they come up with.