Objectives
A. The student will analyze a variety of poetic forms (epic, lyric, sonnet, haiku, ballad, free verse)
B. The student will create innovative projects using digital tools to express original ideas.
C. The student will apply ethical use of information and media by respecting copyrights, using information and media technology responsibly, and citing resources appropriately. S3.C1.PO5
2. Materials
A. Computers with internet access for research
B. Interactive notebooks for notes and illustration of different types of poetry
C. Card stock for making poetry books
D. Pictures for illustrations of poetry books – can be printed off of internet coloring pages
E. Bulldog costume and stuffed animals, Santa hats and clothing, music, songs for presentation
F. Treats for elderly clients
G. Quiz /tests
3. Activities
A. Lesson presentation on board about the different types of poetry – examples, readings, etc
Discussion on what they poems meant and analyzing a variety of poetry
B. Interactive notebooks – take notes and illustrate the types of poetry
C. Students write their own examples of types of poetry.
D. Copyright and internet responsibility presentation and citing work.
E. Quiz on internet responsibility
F. Students research all poems and had to pick out a Christmas poem for each category that they thought an elderly person would enjoy. They had to cite the author and give credit to the place they took the poem from.
G. They had to find a picture that was appropriate for the poem and add it to the page
H. They printed all pages and then printed them out as a book.
I. They make them into poetry books.
J. They took the books to the care center and read their poetry books to the clients.
K. They sang songs and took treats to the clients.
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The student will be able to describe the events leading to the vote for independence. Questions: After the students are finish answering the questions they will be assigned one of the Declaration signers to research and prepare something interesting to share with the class Independent Practice: Students roll vehicles down an inclined plane placed at various heights and measure distance traveled. Recorded and graphed data reveals an unexpected data trend (due to friction force). This lesson plan is an introduction to the scientific method. Please adapt this lesson to the ability of your students. Preschoolers instinctively observe and ask questions. They also think outside the box because they are unaware of what’s normal or obvious. Have you given a preschooler a toy and watched them use it in numerous ways it was never meant to be used? They are naturally creative and innovative. This is why we think this is the perfect time to introduce preschoolers to the scientific method. It encourages creativity and critical thinking. Download App – Dylan Monkey & Squishy Face – “Is This a Good Idea, Mommy?” What is the Scientific Method? Today, let’s pretend to be scientists. The scientific method is a process used by scientists to make discoveries or inventions. These are the steps scientists use to make discoveries: 1) Observe and ask a question. We watch and ask a question. 2) Form a hypothesis. We answer the question with what we think. 3) Test the hypothesis through experimentation. If the experiment fails, try something new. 4) Analyze experiment and draw conclusion. 5) Communicate the results. Read the Story – Dylan Monkey & Squishy Face – “Is This a Good Idea, Mommy?” Now I’m going to read you a story about a boy that wants to create something special for his brother. He is going to use the scientific method. Listen carefully so we can answer questions like scientists. Discussion Questions 1) When Dylan Monkey swung into the room, what did he decide his brother needed? He believes Squishy Face needs more hands. This is the observation. 2) What does Dylan believe Squishy Face needs? Squishy Face needs new hands. This is the hypothesis. 3) What were the different ways Dylan Monkey tried to make hands? These are the experiments. 4) In each experiment, why did it not work? This is analyzing the result. 5) Which way worked? This is the conclusion. Another way to explain the scientific method: 1) Observe and ask a question: I observe that Johnny likes to wear blue. Is blue Johnny’s favorite color? 2) Hypothesis: I’m going to guess that blue is Johnny’s favorite color. 3) Experiment: I can ask Johnny what his favorite color is but Johnny is shy and does not want to tell me. Therefore I will set up some experiments. I will offer Johnny different colored buttons, string, crayons. 4) Analyze the result: Which colors did Johnny choose? 5) Communicate the results: He chose all blues. His favorite color must be blue. More about App Dylan Monkey & Squishy Face App Intentionality Our app is interactive, engaging, and purposeful. 1) Facilitates cognitive development through vocabulary (i.e., describing plan) 2) Encourages creativity and critical thinking 3) Let’s children know that it is okay to experiment/try/fail/try again 4) Allows children to practice their fine motor skills and hand-eye coordination while learning about cause and effect by turning pages and touching the characters to get them to move or talk 5) Presents a social idea that is important to expose children to: helping others 6) Offers several ways to enjoy the book – with an adult (which can provide good bonding time) or alone (which can promote feelings of independence and self-esteem) 7) Provides an intentional and educational use of screen time Objective - (Optional) – Create a hypothesis and compare results to the hypothesis Modeling: Show the “Incredible Art Factory Episode 2: Light” video at http://www.youtube.com/watch?v=TL3g0lq8NH0 After the clip explaining the difference between opaque, translucent, and transparent opacities, pause the video and ask the students to name different objects or materials that fit each of those categories (i.e. steel is opaque, tree sap is translucent, glass is clear (but sometimes translucent or opaque)). Resume the video, and pause the video during the interview with Amber DeBirk to identify to which category(ies) of opacity each of her works of art can be classified. Demonstrate to the students how to create a plastic flower (glue or tape craft sticks together for the stem, glue or tape the craft sticks to the bottom of the cup, and then cut curves, triangles, or other shapes from the cup to make the petals of the flower (see picture and diagram). Then create a second plastic flower and let the students create theirs at the same time. Explain to the students that different art materials have different physical and visual properties that make them unique from each other. Explain that artists choose their art materials based on where and when their art will be displayed. At times if they are not sure what will work best, they experiment with different art materials, much like scientists, in order to determine what will work best for a given situation. Explain to the students that they will be decorating their cups with different art materials, and then performing tests to find out the opacity, the aesthetic value (or beauty), and the durability of different materials. Model this process by using a quick-drying art material (i.e. markers) Decorate the cup with the art material and then use the experiment worksheet to rate the art material based on opacity and aesthetic beauty. When rating opacity, hold the cup up to the light to get the maximum light effect. Have the students rate the art material on their worksheets as well. Next explain how art, especially outdoor art, is sometimes subjected to different elements or situations that may damage the art. Have the students brainstorm what some of these elements or situations are, and what effects those elements can have on the art (i.e. sun=fading, melting, rain=bleeding, wind=knocking down art, people brushing against art=art scuffed, worn, etc). Next brainstorm how those situations and/or elements can be simulated in the classroom. Explain that the experiment is limited to the effects that the elements have on the art materials, and not on the artwork as a whole. Therefore the experiments should not damage the cups or the sticks; only the materials on the surface. Explain that before performing any tests they should wait for the art materials to dry (this may work best as a 2-day project). Possible Durability Tests: Demonstrate the durability tests, and have the students fill out the results on their worksheets. Individual / Group Practice: Students can work as individuals or groups (at teacher’s preference) to complete the rest of the experiment worksheet and then complete the evaluation worksheet (optional for grades K-3). Assessment: Students will turn in both the plastic flowers and the worksheet(s). |
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Includes questions at the end to encourage comprehension, discussion, and creativity. This is a good starting point for parents and teachers