Results Page: 33

Chemistry Game All Subjects

I have created an online chemistry game, url: http://www.chemgametutor.com. The game can be used to help students practice essential skills in chemistry in a number of ways. The game is designed or high school students taking intro chemistry. There are currently 6 complete levels with 6 more being built. Teachers can open free accounts then allow their students to log in before they play. Their scores are then recorded for teacher review. It is sort of like students performing really fun worksheets in a computer game environment and only their best score being recorded for the teacher to review without grading anything. You need to check it out and explored for yourself. Any questions or if you would like to set up a free teacher account email chemgametutor@optonline.net.

Found in: 10th Grade, 11th Grade, 12th Grade, 8th Grade, 9th Grade, All Year Long, Science

Persuasive Writing

Objective: Identify persuasive writing techniques using effective outlines.

Activities:
1) Students will decide if they are pro or con on the following issue: Changing the drinking age to 24. They will decide ahead of time is they are pro: “Change the drinking age to 24″ or con “Keep the drinking age at 21″
2) They should do some brainstorming on the topic researching laws about it and decide reasons they for the choice they have chosen.
3) They will need to access “Thinkfinity” at www.Thinkfinify.org Use key word “Persuasion Map”
4) Using the interactive site here they will follow the map and put their information into the formulated outline.
5) Once the map is completed they will print it and then write their persuasive essay.

Found in: 8th Grade, All Year Long, Language Arts, Technology

Writing Italics

Exercises for fine writing. (warm up)
Pupils are asked to do exercises with fingers, for example, pretending to play the piano, typing, climbing along a rope. (5/10 minutes)
They copy on a ruled paper for first grade specially created for them, the letters of the alphabet, uppercase and lowercase letters, in italics.
They should not be in a hurry, because the exercise is the foundation of beautiful handwriting.
The teacher plays the L.I.M. movements that will help pupils to write in italics. The students repeat the movements of the teacher, writing with their fingers first, then with markers on the interactive whiteboard. (40 minutes)
Pupils write on a ruled paper for first grade specifically created for them the alphabet, uppercase and lowercase letters, in italics. They should not be in a hurry, because the exercise is the foundation of beautiful handwriting.
The letters were taken from the site www.lannaronca.it
The path for those interested in is: schede didattiche/classe prima/italiano/schede di grafia.

Found in: 1st Grade, All Year Long, Language Arts, Visual Arts

Virtual Rock Lab

TSW – Categorize rocks into the Three Main Classes
Arizona State Standards: Strand 6 – Concept 2; PO 1 and 2

Activities:
1. After the students have been introduced, and have learned about the rock cycle and the three main classes of rocks, the students will be given an opportunity to categorize 15 different rocks into Igneous, Sedimentary, or Metamorphic rock through a Virtual Rock Lab.
http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES04/ES04.html

2. The students will need computers that have access to the internet.
Hand each student the Glenco – Virtual Rock Lab worksheet. Instruct the students to follow the directions on the worksheet. (*It would be a good idea that you do the lab prior to your students so you can assist them if they need any help.)

3. The students are to turn in the assignment when they have completed the lab.
(This lab is to prepare the students for an assessment with specimen of real rocks Igneous, Sedimentary, and Metamorphic.)

GLENCO-VIRTUAL ROCK LAB
http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES04/ES04.html
* Read the information about rocks on the left. Answer the following question as you scroll down the page.
1. What does the words Igneous, Sedimentary, and Metamorphic mean in Latin?
a. Igneous –

b. Sedimentary –

c. Metamorphic –

* Watch the video before you begin the virtual lab. As you work in the lab, fill in the table below which represents the rock samples as if they were in the same drawer in the lab. Give the name of the rock and the type of rock (Igneous, Sedimentary, or Metamorphic).

GLENCO-VIRTUAL ROCK LAB
http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES04/ES04.html
* Read the information about rocks on the left. Answer the following question as you scroll down the page.
1. What does the words Igneous, Sedimentary, and Metamorphic mean in Latin?
a. Igneous –

b. Sedimentary –

c. Metamorphic –

* Watch the video before you begin the virtual lab. As you work in the lab, fill in the table below which represents the rock samples as if they were in the same drawer in the lab. Give the name of the rock and the type of rock (Igneous, Sedimentary, or Metamorphic).
(When I copy and paste the table will not copy, so you may have to make your own table with three rows and five columns.)

ROCK SAMPLE DRAWER

Found in: 7th Grade, All Year Long, Science

Political Cartoons

Objective: Students will be able to
• identify a political cartoon
• explain what they are used for
• how the illustrator goes about getting across his/her message
Model:
1. Begin by explaining to the class what a political cartoon is and remind them of some of the political cartoons you may have already shown them
2. Next, place a current political cartoon on the overhead. Let them observe for about a minute and ask any questions or make comments on what they are seeing. Show them 1 or 2 more cartoons and repeat the process to make sure they are getting it.
3. By the end of the modeling, students should be able to understand that people who draw political cartoons are trying to get a message across and that they use symbols and/or artistic techniques to do this.
Teach:
1. After independent work, groups will come up one-by-one and tell the class about their political cartoon. (each cartoon will be put on the overhead so everyone can clearly see). The other students can ask questions or make comments regarding the cartoon of the group presenting)
Independent Work:
1. Distribute one or two political cartoons to each table and ask them to answer the following questions for me (Students will be given about 20 minutes for this part):
a. What is the topic of the cartoon and how do you know this?
b. What message is the illustrator trying to get across?
c. What evidence can you find in the cartoon that supports your answer for b?
d. Do you think this image is effective? Why or why not?
Assessment: In order to assess this activity,distribute a political cartoon to be done for homework.

Found in: 4th Grade, 5th Grade, 6th Grade, All Year Long, Social Studies