Science Lesson Plans
Discover God’s World
Adrinna D. Beltré- Spring 2013
2
Information About
Resource
This resource was used in a multi-grade
classroom, 5-8 in the Central CA Conference.
It was used over a period of about one month, as
for each class there were other assignments and
projects we were attending to (such as
BrainPop,Science Fair prep, etc.)
Each lesson includes all of the information you
will need to jump in and use the resource. Enjoy!
Table of Contents
Science Lessons
Health Lessons
Lesson 1
Lesson 1
Lesson 2
Lesson 2
Lesson 3
Lesson 3
Lesson 4
Lesson 4
Lesson 5
Field Trip
Summative Evaluation
Summative Evaluation
Field Trip
PE Lesson
Lesson 1
Science Unit
Lessons
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Science Unit
Lesson 1
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Lesson 1:
Teacher: Adrinna D. Beltré Grade: 5
Subject: Elements of Weather
Lesson: Air Pressure
CA Standard: Energy from the Sun heats Earth unevenly, causing air
movements that result in changing weather patterns
NAD Standard: Explain air pressure and local/global winds, how they are
measured and their effects on weather
Content Objective: We will understand how air pressure works
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Language Objective: I will explain air pressure, describe how it is measured, and explain
how air pressure affects weather in writing.
Sentence Frames:
1. I can predict that ______because _____.
2. I wonder what would happen if _____.
3. Based on ______, I think _____.
***Questioning- Sentence frames
***Checking for Understanding- Review It!/ Conclusion questions
***Student Engagement/Interactive Learning- Group Activity
***Oral Language Opportunities- Review It!
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Orientation-connecting prior knowledge/warm-up:
Read aloud Air Pressure: Pop! Air and Water Pressure by Stephanie Paris
Demonstration- It Affects Us.
Purpose- To have the students think about how weather affects us.
Materials: iPad: pictures of a fan, hat, raincoat, snowboard, sunscreen, umbrella, water
skis
Procedure: Ask the students for ideas on how weather affects us. List them on the
board. Display each time, and have students identify the type of weather associated
with each.
Presentation- Introduction to chapter. Read chapter aloud in a group. Stop to present
new words with the see it, write it, say it, define it method.
Highly Structured Practice and Guided Practice- Answer Review It! questions on p. 399
in class.
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Independent Practice- Cooperative Groups: Lab Activity- Light As Air.
Question- Does Air have weight?
Materials: balloons-2, drinking straw, tape, thread
Procedure:
loosely tie a piece of thread around each balloon
tie the ends of the thread to the loose ends of the straw
tie another piece of thread to the middle of the straw
move the thread tie in the middle of the straw until it is balanced.
tape the other end of the thread to the top of your desk so you balance can hang free. Draw a
picture of what your balance looks like in chart A.
untie one balloon, fill it with air, and tie a know in the end. Retie the balloon to the balance. Draw a
picture of what your balance looks like in chart B.
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Lab rubric
Excellent
Good
Completed all
aspects of the
assignment
Answered all
questions
thoroughly
Showed
evidence of
learning
Cooperated
well in group
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Needs
Improvement
Data: Chart A and Chart B- Fill out the charts using the Bubble Thinking Maps and turn
them in.
Assessment- QuizQuiz Questions:
What did you fill the balloon with?
What happened when you filled one balloon?
What would happen if you inflated the other balloon to the same size?
Can you think of other ways of showing that air has weight?
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Bubble Thinking Map
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*Closure-watch YouTube video: http://www.YouTube.com/watch?v=fqdex5ER6kA to
illustrate and show real life situation (stop at 2:38).
Differentiated Instruction/Universal Access: ELL’s: Students will be allowed to answer
the questions from the assessment verbally.
SP Ed.: For children with LD in writing, allow them to draw the answers to the questions.
For children with LD in reading, another student will read all of the instructions in the
group, and will also read him/her the final questions.
Non- Proficient: Only answer the first two questions.
Materials/Resources: balloons-2, drinking straw, tape, thread, internet, iPad, projector,
Science books, paper, pencils
Homework/Follow-Up: Go to collaborizeclassroom and journal about the lab experience.
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14
References- Science Unit
Lesson 1
•
•
Lab Rubric- Adrinna D. Beltré (Creator)
Bubble Thinking Map:
http://www.irvingisd.net/staffdev/images/thinking
maps/map3.gif
Science Unit
Lesson 2
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Teacher: Adrinna D. Beltré Grade: 5
Subject: Storms
Lesson: Storms
CA Standard: Earth Sciences: 3c- Students know water vapor in the air moves from one
place to another and can form fog or clouds, which are tiny droplets of water or ice, and
can fall to earth as rain, hail, sleet, or snow.
NAD Standard:
Explain air pressure and local/global winds, how they are measured and their effects on
weather
Content Objective: We will distinguish between cold and warm fronts.
Language Objective: Students will identify different storms in writing.
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Sentence Frames:
I predict _______ because _______.
A _______ forms after _______.
When ______ (cause), ______ (effect).
Questioning: Did you know? Benjamin Franklin was one of the first people to recognize that
storms usually happen in patterns.
Checking for Understanding: Review it questions at the end of the section.
Student Engagement/Interactive Learning: Demonstration, Review it!, Reading a Chart (p.
415 in book)
Oral Language Opportunities: Review it!
Orientation-connecting prior knowledge/warm-up:
Read aloud to the students the book Storm Coming! by Audrey B. Baird, Patrick O'Brien
(Illustrator)
Demonstration- Safety is no Accident
Have students list reasons people are injured during storms. Record responses on the
board. List what other ways storms create difficulties for people.
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Discuss with students the important of caution and preparedness in relation to storms.
Activity: Have students create a PSA about warning people who might be in danger of a
storm i.e. hurricane, blizzard, etc. Give warnings and safety tips. Record with digital
camera and upload to YouTube channel.
Presentation- Read chapter aloud together. Commentary and pictures by teacher.
Highly Structured Practice- Blowing the wind! p. 411
Independent Practice- Cooperative Groups: p. 414- Reading a weather chart
Assessment- Oral Quiz: Students each write two questions based on the chapter. I will ask
the students the questions and award points based on the content of their answers.
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*Closure- short video on weather: http://www.YouTube.com/watch?v=x2ZAYPGz7bs
Differentiated Instruction/Universal Access/ELL’s:
Have students go over vocabulary in the beginning of the chapter. Also make sure that
each child has a partner to read with and work with.
SP Ed.: Work with a partner to help the student. Monitor more frequently.
Non- Proficient: Change chart reading questions to a more simple list of questions.
Materials/Resources: Science book, iPad, pencils, paper, digital map
Homework/Follow-Up: Use the multi-flow map to describe the causes and effects of
different types of weather.
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Multi-Flow Thinking Map
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21
References- Science Unit
Lesson 2
•
Multi- Thinking Map:
http://mcmillingate.edublogs.org/files/2010/12/Mu
ltiFlowMap-1u469xy.jpg
Science Unit
Lesson 3
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Teacher: Adrinna Beltré
Grade: 5
Subject: Science
Lesson: Weather and Climate
CA Standard:
4 d. Students know how to use weather maps and data to predict local weather and
know that weather forecasts depend on many variables.
NAD Standard:
Distinguish between climate and weather and identify factors that affect climate
Content Objectives: We will learn to distinguish between weather and climate by
reading about it, writing about it, and watching videos, and participating in activities.
Language Objectives: Students will express their views clearly about the subject we
study orally.
Sentence Frames:
I can predict that ______because _____.
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Questioning: Throughout the chapter
Checking for Understanding: ongoing./ Review It! Activity.
Student Engagement/Interactive Learning: Lab/ Activity
Oral Language Opportunities: Reading aloud/ Questions asked by instructor/
conversing in cooperative groups.
Orientation-connecting prior knowledge/warm-up:
Read aloud to them the book Weather- The Kids' Book of Weather Forecasting: Build a
Weather Station, "Read" the Sky & Make Predictions! by Mark Breen
DEMO-It’s Only Average on p. 420.
•Purpose- Show students that climate is the average of each day’s weather .
•Materials- None needed
•Procedure:
• Ask students to give 10 different readings for your area and list them.
•Instruct the students to determine the average of the 10 numbers. Write average.
•Explain how each number represents a day of weather, while the average represents
the climate. Weather is daily, climate yearly.
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PresentationDefine vocabulary together on p. 420.
Identify objectives
Read over chapter with commentary and discussions (p. 420-422)
Highly Structured Practice and Guided Practicep. 422- The climates. Identify and summarize in cooperative groups.
Activity: Once they have identified them, I will assign each one a climate to act out for
the class. You may use props. Come back together and act out. Other students need
to guess what the climate it.
Independent PracticeReview it on p. 422. Answer the questions in small groups with desk partners.
Assessment: Quiz: Use the provided Venn Diagram to illustrate the similarities and
differences between climate and weather. (Closed Book)
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*Closure- http://www.YouTube.com/watch?v=CCXC1tOCB0I Silly video about weather
and climate.
Differentiated Instruction/Universal Access: ELL’s: For the independent practice
students can choose three ways to answer the questions: draw illustrations, orally
present, or write them down.
SP Ed.: Sp. Ed students will have a partner to help them.
Non- Proficient: Alternate set of questions. Will not be asked to read longer
paragraphs.
Materials/Resources: Book, iPad, projector
Homework/Follow-Up: Tomorrow students will have a quiz with one question: What are
the major differences between Climate and Weather?
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References- Science Unit
Lesson 3
•
Venn Diagram:
http://www.math-aids.com/images/Venn-DiagramGraphic.png
Science Unit
Lesson 4
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Teacher: Adrinna Beltre
Grade: 5
Subject: Science
Lesson: Changing Climates
CA Standard: 4. Energy from the Sun heats Earth unevenly, causing air movements
that result in changing weather patterns
NAD Standard: Distinguish between climate and weather and identify factors that
affect climate
Content Objective: We will learn about the causes for climate change in the past and
in present day.
Language Objective: I will explain the way that climate has changed and students will
to be able to reiterate the sentiments that I expand upon.
Sentence Stems: When ______ (cause), ______ (effect).
Questioning: Highly structured practice
Checking for Understanding: PPT/Assessment
Student Engagement/Interactive Learning: DEMO
Oral Language Opportunities: Closure
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Orientation-connecting prior knowledge/warm-up:
*Read aloud the book 10 Things I Can Do to Help My World by Melanie Walsh
DEMO: Shippin’ Out
Purpose- to have the students think about changes in climate
Materials- none needed
Procedure:
Begin discussion by asking the students what changes they would have to make id
they moved from where they live to the South Pole. Give students two minutes to list
their ideas.
After two minutes ask students for their ideas.
Compile a Master List on the board
Presentation- PPT presentation on changing climates (see following slides)
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Changing
Climates
Objectives:
describe the factors that make
and change climate patterns
explain how sin altered Earth’s
climate
Describe the climatic factors that
caused the Ice Age.
Vocabulary: microclimate
Image: http://simonarich.com/imagefiles/the-storm.jpg
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Microclimates
climates don’t usually change because
they cover large areas
microclimates- small parts of the climate
are changed
when people build large cities
pave thousands of acres of ground
cut down forests
build large reservoirs
Affects:
pollute the air
warmer weather
fewer green plants
Image:
http://thegeographyofblackwood.wikispaces.com/Yr+7+Assessment
+Tasks
more flooding
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Image:
http://www.smscs.com/photo/tropical_beac
h_images/21.html
Eden
Antediluvian climate very different than today
Evidence shows that things grew to be much bigger
After flood, climate changed
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Image:
http://blogs.agu.org/geo
space/files/2012/12/Gla
cier-1024x574.jpg
Ice Age
Because of the flood, climate changed
Size of oceans increased
Volcanoes spewed ash into the climate
These changes caused Ice Age
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Review
What is a microclimate?
Give an example of a
microclimate.
What can microclimates do to the
world?
What was the climate like before
the flood?
What caused the Ice Age?
Do you think it could happen
again?
Image:
http://bizarrocomics.com/files/uploads/2012/04/Bizar
ro-04-01-12-WEB.jpg
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Highly Structured Practice- Review it! questions on p. 425 as a class
Guided Practice- Class Activity: School Microclimates (see next slide for sheet),
Procedure and Data Chart.
Independent Practice- Do the conclusion on your own.
Assessment: Quiz- Take an online quiz at http://www.quia.com/rr/322841.html
*Closure- Have the students get together in small groups and reflect on what they’ve
learned. Then they can, as a group, present a visual representation to the class of
what they’ve learned.
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Differentiated Instruction/Universal Access: ELL’s: During the discussion, use
visuals to help them understand the assignment. Allow them to use visuals to
express themselves.
SP Ed.: Partner with another student during the PPT. Have the student answer any
concerns. Also, have the SP Ed student ask any questions. Alternate assignment
completed.
Non- Proficient: These students should have extra help with the assignment,
especially with the conclusion part.
Materials/Resources: Internet, computers, books
Homework/Follow-Up: Find out how cities affect the weather. Compare the
weather in a geographical location that has a large city and a large tract of forest
or jungle. What are the similarities/differences? Use a Venn Diagram to compare.
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40
References- Science Unit
Lesson 4
•
•
Slide #38: Discover God’s World (Science Book)
Chapter 20, Lesson 2- Class Activity
Image Credits: Within the slides
Science Unit
Lesson 5
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Teacher: Adrinna Beltré
Grade: 5
Subject: Science
Lesson: Earth’s Seasons
CA Standard: Students know the influence that the ocean has on the weather and
the role that the water cycle plays in weather patterns.
NAD Standard: Distinguish between climate and weather and identify factors that
affect climate
Content Objective: We will learn about the cause of the seasons.
Language Objective: Students will be able to write and expand on Earth’s seasons.
Sentence Frames:
What caused ______
How would this be different if ______
What did ____ cause _____ to occur?
How does/did______ effect _____?
The effect of _____ on ______ is _______.
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Questioning- Assessment/Closure
Checking for Understanding- Assessments
Student Engagement/Interactive Learning- Demo,
Oral Language Opportunities- Guided Practice/Demo
Orientation-connecting prior knowledge/warm-up:
Read aloud to the class: Seasons: Window to the Seasons by Michelle R. Peterson
Demo: Season It
Purpose- to demonstrate that the directness of the sun’s rays has a great effect on
their ability to warm Earth.
Materials- magnifying lens, paper
Procedure
take students outside to a sunny place
use magnifying glass to focus the sun’s rays onto the paper so that the sunlight is
somewhat concentrated on the paper but not enough to burn the paper.
note what happens
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Repeat second step this time making sure the sunlight is focused enough to actually
burn the paper.
what happened?
was there more sunlight shining on the paper the second time?
why did the paper burn even though the amount of light striking the paper did not
change between the first and second time?
PresentationOverview of chapter
Presentation of vocabulary
Objectives
Read the chapter together with commentary
Highly Structured Practice- Throughout the chapter monitor the learning of the
students.
Guided Practice- Go to Brain Pop- Seasons. Watch video together an take online quiz
together.
Independent Practice- Try This 20-3: Day Length (see the sheet on the following
page).
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Assessment- Quiz: Answer these two questions using a Bubble Thinking Map
What causes Earth’s seasons?
What is the difference between the solstice and the equinox?
*Closure- Do an activity page from Brain Pop.
Differentiated Instruction/Universal Access: ELL’s: Instead of activity page from Brain
Pop students can do an activity instead. The Activity is to research hibernation.
SP Ed.: Watch the Brain Pop, Jr. version of the Seasons and complete the Write About
it!
Non- Proficient: Brain Pop, Jr. version of the Seasons. Still complete the Brain Pop
activity.
Materials/Resources: Internet, Computers, Activities
Homework/Follow-Up: p. 430- Reading a diagram about the seasons.
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Science Unit
Field Trip
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KSBY Studios
San Luis Obispo, CA
Students will tour the facility
Students will meet with the meteorologists at the station
Meteorologists will give students a lesson about weather, air
pressure, climate, etc.
Students will be able to experience working with the “Green
Screen” technology
Students will interview the meteorologists in a sit-down panel
Students will journal about what they have learned at the station.
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Science Unit
Summative Assessment
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Templeton Hills Adventist School
Teacher: Adrinna Beltre
Class: Science, Grade 5
Please answer these questions on a separate sheet of paper. Remember to use
complete sentences.
•What is the weight of air called?
•What weather instrument is used to measure air pressure?
•What kind of current forms when warm air rises and cold air sinks?
•What causes wind?
•Describe these major types of storms: thunderstorms, blizzards, tornadoes,
hurricanes.
•What is climate?
•What is the difference between weather and climate?
•What is a microclimate?
•Name two things humans do that can change microclimates?
•What was the climate like in the Garden of Eden?
•What are some things that may have caused the Ice Age? Give two examples.
•Why does the Earth have seasons?
•Summer occurs for the hemisphere tilted ____________________ the sun.
•Winter occurs for the hemisphere tilted ______________________ the sun.
• Draw a diagram of the Earth’s seasons. Show the Earth’s Seasons in the Northern
Hemisphere in the four positions of summer, fall, winter, and spring.
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Health Unit
Lessons
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Health Unit
Lesson 1
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Teacher: Adrinna Beltré
Grade: 5
Subject: Health
Lesson: Emotions and Health
CA Standard: Standard 4: Interpersonal Communication
Use effective communication skills to discuss with parents, guardians, and
other trusted adults the changes that occur during puberty.
NAD Standard: Describe how personality, relationships and self-concept affect
mental and emotional health
Content Objective: We will explain how emotions affect health.
Language Objective: Students will be able to express their feelings about
emotions through writing.
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Sentence Frames:
Growing up means....
The hardest part of growing up is....
Orientation-connecting prior knowledge/warm-up
Read aloud to the students: The Feelings Book: The Care and Keeping of Your Emotions
by Dr. Lynda Madison.
Demo: Which Emotion?
Purpose- to provide students with an opportunity with an opportunity to identity various
human emotions.
Materials- index cards- 10
ProcedureAsk for volunteers
Have helpers come to the front of the classroom. Explain that you are going to give
each helper an emotion card. on each card is written the name of one emotion. The
helper is to look at the card and act out the emotion.
The other students are to guess which emotion is begin acted out.
Discuss with the students which emotions were easiest and which were the most
difficult to identify.
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Presentation-PPT. Read Chapter in the book pp. 182-184.
Highly Structured Practice/Guided Practice-- Answer questions on the PPT- Dealing
With Emotions
Independent Practice- “Let me change your mind” worksheet (see end of PPT). When
you are finished upload your video to our YouTube channel.
Assessment/Re-Teach- Quiz (see PPT)
*Closure- Go back to index cards and answer again.
Differentiated Instruction/Universal Access: ELL’s: Allow them to draw their answers
for the quiz. Work with a partner on the worksheet if necessary.
SP Ed.: Alternate quiz questions (answer orally)
Non- Proficient: Instead of the independent practice, do the What Am I Like Demo.
Materials/Resources: computer, projector, index cards
Homework/Follow-Up: Thinking Map- Bubble based on emotional health/decisions
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Lesson 1 Presentation
Emotions and Health
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Image: Nailia Schwarz from
http://www.shutterstock.com/pi
c.mhtml?id=41378218
Emotions and Health
Did you know: More than 100 nonverbal signals, including facial
expression of anger and happiness are the same in all cultures?
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Image:
http://addictivebehaviors.wordpress.c
om/2011/04/13/more-on-emotionregulation/
Emotions
Emotions can affect your body
Learning to control one’s emotions is important to health,
physically and socially.
The brain produces substances that can relieve pain or
make a person feel good.
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Dealing with
Emotions
Some people find it difficult to
handle their emotions.
Some people turn to drugs in an
attempt to feel good. Bad
decision!
If you learn positive ways of
handling your emotions, it can
improve your health and the
health of those around you.
Image: http://abovethelaw.com/wpcontent/uploads/2012/02/hugs-not-drugs.gif
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A boy on your team
gets angry at you
and yells:
If you were this boy’s teammate,
what are some ways you could
respond to his anger?
by shouting back at him
by smiling
by a quiet joke
by offering to change places
by stating you are sorry
Image: http://1.bp.blogspot.com/tgHqDXFxL70/UVxqXUSbelI/AAAAAAAAFGs/IDz8Vl7f
Ou4/s200/fist-pump-baby.jpeg
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Quiz- Lesson 1
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Bubble Map
Image: http://bishsopsg.bluewavemedia.netdnacdn.com/images/curriculum/thinking_maps/bubble-map.jpg
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Let Me Change Your
Mind Worksheet
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63
References- Health UnitLesson 1
•
Slide #60: Discover God’s World- Supplemental
Materials- Quiz 9: 1-2, p. 213.
•
Image #62: Discover God’s World – Supplemental
Materials p. 218.
•
Image Credits: Within the slides
Health Unit
Lesson 2
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Teacher: Adrinna Beltré
Grade: 5
Subject: Health
Lesson: Handling Stress
CA Standard: Standard Use a decision-making process to determine personal
choices that promote personal, environmental, and community health.
NAD Standard: Define stress including its positive and negative aspects and
how stress relates to decision making.
Identify factors that influence how friends are chosen and the impact of friends
on peer pressure
Content Objective: We will learn what stress is.
Language Objective: Students will be able to write and post their feelings about
stress.
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Sentence Frames:
I know that ______is _______ because ______.
A _______adapts to ______by _______.
My observation is that _______because ________.
Orientation-connecting prior knowledge/warm-up
Read aloud to students:
Me and Mr. Mah by Andrea Spalding
Demo: Yep, I’m Stressed
Purpose- to demonstrate that stress causes your mind to tire just as intense exercise
causes muscles to tire.
Materials- tennis balls for everyone.
Procedure•Hand out balls to each of the students. Have then quickly squeeze the balls and pause
for two minutes continuously without resting.
•Ask: who was able to continue the longest?
•Ask the helpers to describe how the muscles of their hands and arms let? Why?
•Explain that the hands and arm become tire because of muscular tension. In a similar
way prolonged periods of stress case the mind to become tires. Just as it felt food to
the them to their hands relax and rest, it feels good to let our minds rest and relax.
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Presentation-Read Chapter in the book pp. 186-188 using the read and say something
method (cooperative groups).
Highly Structured Practice/Guided Practice– Answer the questions on p. 188 in
cooperative groups, then with the class.
Independent Practice- “Stressed Out or What!” worksheet (see end of PPT). When you
are finished, go to collaborize classroom and write about what you have learned.
Assessment/Re-Teach- Quiz- The Main Idea (see PPT)
*Closure- Go back to index cards and answer again.
Differentiated Instruction/Universal Access: ELL’s: For the Quiz, have the paragraphs
read to them. Then have them orally answer the questions. Or, allow them to visually
represent the information once it has been read to them.
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SP Ed.: Have them look at the “How to Handle Stress” sheet on p. 188
and make a visual representation of its components.
Non- Proficient: Accept simple form answers for the conclusion. Work with a
partner.
Materials/Resources: computer, projector, index cards
Homework/Follow-Up: Thinking Map Double Bubble Map to compare and contrast
the negative and positive ways to deal with stress.
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Stre
sse
d
Out
or
Wha
t
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Double Bubble Map
Image: http://www.docstoc.com/docs/3762718/Double-Bubble-Map-Name-Double-Bubble-Map-for-Comparing-Similarities
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Quiz
Main
Idea
72
References- Health UnitLesson 2
•
Slide #69: Discover God’s World- Supplemental
Materials- 219.
•
Image #71: Discover God’s World – Supplemental
Materials p. 225.
•
Image Credits: Within the slides
Health Unit
Field Trip
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Psychiatrist Office Visit
Field Trip: Visit the office of Youth Psychiatrist.
Interview him.
Have him give examples of cases he’s worked on.
Students say how they would solve the problems.
Ask him questions about youth health.
Round table discussion with Q&A
Reflection on visit in written/picture/blog form when we
return.
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Health Unit
Lesson 3
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Teacher: Adrinna Beltré
Grade: 5
Subject: Health
Lesson: Child Abuse
CA Standard: Standard4.3.G Demonstrate refusal skills to protect personal
boundaries.
NAD Standard: Know ways to seek assistance if worried, abused or threatened
Content Objective: We will learn the different types of child abuse.
Language Objective: Students will read and write about ways to protect
themselves.
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Sentence Frames:
1.The more/less _______, the_______.
2.I notice that ____________ when ________.
3.I will tell someone if _________.
Orientation-connecting prior knowledge/warm-up
Read aloud to students chapter 2: Uncomfortable Secrets. A Children's Book That Will
Help Prevent Child Sexual Abuse. It Teaches Children To Say No To Inappropiate
Physical Contact, Understand Their Emotions And Recognize A Trustworthy Person To
Talk To.
by Paulina Ponce, Stephanie Halfen
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Demo: Broken Dolls
Purpose- To help students understand what abuse is.
Materials:
•Old doll in good condition
•Old doll in poor condition
•New doll
Procedure•Display all of the dolls to the students and ask the following questions:
•How are the dolls different?
•Why I the ragged doll is such bad shape?
•What is the other old doll in such food shape?
•Why is the new doll in such good condition?
•Explain that abuse demonstrated by the ragged doll represents only physical
abuse—hitting, throwing, cutting, etc.
•Explain further that while physical abuse s one type of child abuse, children
slugger from other type of abuse as well. As students to identify other type of
abuse.
•Explain to the students that just as the tagged doll did nothing to cause the abuse,
it received, child abuse is never the child’s fault. It is always the fault of the abuse.
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Presentation: Go over objectives. Present vocabulary for the chapter. Read Chapter
in the book pp. 190-193 as a class. Take notes on vocabulary.
Highly Structured Practice/Guided Practice– Answer Review It questions.
Independent Practice- “You’ve Got the Power!” worksheet (see end of PPT).
Assessment/Re-Teach- Quiz- (see PPT)
*Closure- Go back to index cards and answer again.
Differentiated Instruction/Universal Access: ELL’s: For the Quiz, have the paragraphs
read to them. Then have them orally answer the questions. Or, allow them to visually
represent the information once it has been read to them.
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SP Ed.: Re-teach the chapter to them using many pictures and gestures. Have them
type or draw what they would do in a given abuse situation.
Non- Proficient: Write or record on tape recorder a story about how to handle
abuse. Upload to your wiki page.
Materials/Resources: computer, internet, books, dolls
Homework/Follow-Up: Make a T-Chart based on the information and concepts from
the chapter. See t-chart example below.
____________________________________________
You’ve Got the Power
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References- Health UnitLesson 3
•
Slide #69: Discover God’s World - Supplemental
Materials - 219.
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Image #71: Discover God’s World – Supplemental
Materials p. 225.
•
Image Credits: Within the slides
Health Unit
Lesson 4
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Teacher: Adrinna Beltré
Grade: 5
Subject: Health
Lesson:
CA Standard: Standard4.3.G Demonstrate refusal skills to protect personal
boundaries.
NAD Standard: Know ways to seek assistance if worried, abused or threatened
Content Objective: We will continue to learn about Child Abuse and how to
protect against it.
Language Objective: Students will write out suggestions about preventing child
abuse.
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Sentence Frames:
•If I see __________ I will ________.
•If an adult __________ I will ________.
•The best way to defend myself is to ___________.
Orientation-connecting prior knowledge/warm-up
Read aloud to students chapter 2 of : Uncomfortable Secrets. A Children's Book That
Will Help Prevent Child Sexual Abuse. It Teaches Children To Say No To Inappropiate
Physical Contact, Understand Their Emotions And Recognize A Trustworthy Person To
Talk To.
by Paulina Ponce, Stephanie Halfen
Review what we learned about the different types of abuse by playing “Password.”
Each student choose one of the concepts that we presented on the password board
and make a bubble map based on it.
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Bubble Map
Image: Image: http://bishsopsg.bluewavemedia.netdna-cdn.com/images/curriculum/thinking_maps/bubblemap.jpg
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Presentation: Students share what they learned yesterday by going on
collaborizeclassroom and posting a series of posts.
Highly Structured Practice/Guided Practice– Make up skits in cooperative groups
based on their reflections on collaborize.
Independent Practice- In Cooperative Groups design and implement a bulletin board
for the school about abuse and how to protect yourself from abuse.
*Closure- Take pictures of the board, and make a video for YouTube about abuse.
Differentiated Instruction/Universal Access: ELL’s: Monitor closely. Have these
students choose which part of the bulletin board they would like to do: the writing,
researching, making pictures, or cutting out/hanging on the board.
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SP Ed.: for the collaborize assignment, have them draw pictures instead of writing,
or have them create a quick story to tell that shows what the stories are about.
Non- Proficient: Depending on the strength of this person, have them to oversee the
production of the bulletin board. Less content on collaborize.
Materials/Resources: computer, internet, bulletin board materials.
Homework/Follow-Up: Present what you have learned to another class in your
groups. Should be 2-3 minutes long. Bring visuals teaching aids (at least 2), and be
ready to answer questions.
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Health Unit
Exam
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Exam: p. 1
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Exam: p. 2
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92
References- Health UnitExam
•
Slide #91: Discover God’s World- Supplemental
Materials- 229
•
Image 92#: Discover God’s World –
Supplemental Materials p. 230
Physical Education Unit
Lesson
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PE Unit
Lesson 1
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Teacher: Adrinna Beltré
Grade: 5/6
Subject: PE
Lesson: NEWSTART Principals
CA Standard: STANDARD 4
Students demonstrate knowledge of physical fitness concepts, principles, and
strategies to improve health and performance.
NAD Standard: Fifth/sixth PE: Incorporate into one’s lifestyle the principles that
promote health: nutrition, exercise, water, sunlight, temperance, air, rest, trust in God
Content Objective: We will learn about the 8 laws of health and how they help students
to live a healthier lifestyle.
Language Objective: Students will be able to demonstrate through writing their
knowledge of the eight laws of health.
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Sentence Frame: _____is one of the basic needs of all living things because
__________.
Questioning: Closure activity
Checking for Understanding: During PPT/ monitoring/Quiz/Letter
Student Engagement/Interactive Learning: act out NEWSTART principals, Mac usage
for research
Oral Language Opportunities: During PPT
Orientation-Choose students to act out the principals of NEWSTART. Have other
students identify what each concept is.
Presentation- PPT on the aspects of NEWSTART. Students take notes to put in their
portfolios.
Highly Structured Practice/ Guided Practice- Questions within the power point about
the students’ knowledge of what we’ve just learned about.
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Independent Practice- Students go online and find examples of NEWSTART in real life.
That is, find an example of how NEWSTART can be incorporated into everyday life.
Type a list of them.
Assessment/Re-Teach- Quiz tomorrow. The students will be given an Brace Thinking
Map of the acronym NEWSTART. They will fill in what each letter stands for and a brief
description.
*Closure- Students will go to collaborizeclassroom.com to journal about how you will
incorporate these lifestyle principals into your life.
Differentiated Instruction/Universal Access: ELL’s: Have these students draw the
independent practice.
SP Ed.: Have a partner with these students. Partner reads aloud the content. Sp. Ed
student will verbally give answers.
Non- Proficient: Instead of typing the paper these students can write it or draw
pictures.
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Brace Thinking Map
Image: http://schools.tpsd.org/lpe/Thinking%20maps/scan0009.jpg
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Materials/Resources: Internet, computers, PPT
Homework/Follow-Up: Write a letter to a family member about how they might
incorporate the 8 laws of health into their life and why it’s a good idea to do so. I will
send the letter to the family member.
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