Tag: 19-A2

In this lesson students will learn about the four seasons, and how they are similar and different from each other. This will be an introductory lesson before going into depth about each season.

This lesson uses visual aids to guide students during the beginning steps of the activity. Visuals prompt student imagination, creativity, and ideas about what a certain concept will be about. It also allows students to make thoughtful predictions about the given topic, that may not have be thought about previously.

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Guiding Questions:

1. Can you name the season that each picture represents?
2. What do you already know about each season? Do the pictures tell you anything?
3. Do seasons look different depending on where you live?
4. Do you have a favorite season?

Pictures Used:

Spring Awakening – Gellinger

Pamjpat

Beach Foam Motion – Pexels

Colorful Autumn Leaves – Petr Kratochvil

When working with young students, it is important to teach them the concept of teamwork and working together! Teamwork is a skill that everyone needs in the future, so teaching students at a young age about working together is very beneficial. With teaching the students about teamwork, we can show them that by working with other people, they can get new ideas, and even finish their work faster!  By showing students the importance of teamwork at a young age, they will be able to learn a lifelong lesson that they can carry on into adulthood. 

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1. Why is teamwork important?
2. What are the benefits of working with other people?
3. How will it help a student in the future?

Scott Maxwell- Working Together Teamwork Puzzle Concept

Creative Sustainability- Creative Teamwork

Teamwork

Visual Thinking Strategies Activity

I used Creative Commons to find these images of the different California missions. I specifically found photos featuring the main buildings so that students can compare the images. Students will use their prior knowledge of the missions and descriptive language to describe each of them. They will practice their writing skills and creativity when answering the final question.

Questions:

1.) Describe the similarities between the first three images

2.) Describe the differences between the first three images

3.) What do you think is happening in the last image? Write a short story about it! (Pargaraph length)

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Images Used

Mobilus In Mobili

Tim Buss San Juan Capistrano

Bryce Edwards Mission San Luis Obispo

Santa Barbara mission, Alta Calif.; 1800

Unfortunately, bullying and cyberbullying is still present in our classrooms today. It is an important issue that teachers must address because it can seriously affect the well-being of a student. We need to create environments that make our students feel comfortable and safe. I believe discussing this topic will build awareness of what bullying/cyberbullying is, think about ways to prevent bullying/cyberbullying, and talk about what actions our students can take when they see or hear bullying/cyberbullying happening.

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• NO to BULLYING!

• Be an UPSTANDER, not a bystander: Vanier College (Owner); Pink Anti-Bullying Poster (Title)

• Be a FRIEND!

1. What is bullying? Cyberbullying?
2. What can we do to prevent bullying and cyberbullying from happening?
3. What do I do if I see or hear bullying or cyberbullying happening?

Below are three images of different animals that live in the sea.

-What are a few differences or similarities you notice between these animals?

-What other animals live in the sea?

-Can fish, and other animals, breathe underwater?

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Image Sources:

Sea turtle

Killer whale

Jellyfish

Featured image

This activity is designed to help students identify whether these animals live on land or in the sea. Students will then identify the different characteristics that land animals have versus sea animals using prior knowledge. They may also use the images provided to help them compare and contrast similarities and differences. The goal of this activity is to help students familiarize themselves with the different species of animals.

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Guiding Questions

1. Which animals live in the sea and which live on land?
2. What is two major difference between land and sea animals?
3. What is two major similarity between land and sea animals?
4. What other animals live in the sea? What other animals live on land?

Image Sources

1. Elephant

2. Fish

3. Horse

4. Starfish

5. Tiger

6. Dolphin

My activity is going to teach students about all the different kinds of food from around the world. In my search through the public domain I found images from 4 countries. I would have the students describe the foods they see and from their schema have them guess which country each food is based off the options from the given list. My goal: to help students connect pictures to real life experiences and cultures.

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Guiding Questions:

For each image…

1. Describe what the foods are.
2. Describe what kind of ingredients are in the pictures?
3. Which cultures use those kind of ingredients?

Image Sources

Spaghetti and Meatballs

Pad Thai

Cheeseburger

Tacos

In my public domain search I found several images on the idea of being healthy. Before showing students these pictures, I would have completed a lesson about healthy eating and how doing so makes a positive and healthy different in my students’ lives. Through these pictures, I would ask students to describe the foods that they notice in the pictures, and whether they are healthy options or not. Speficially, I will talk to students about fruits and vegetables. I will then talk to them about the MyPlate that is displayed, and have a discussion with them about the foods that fit into the categories of MyPlate. My goal: to help students understand healthy vs. unhealthy food options.

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Guiding Questions

1. What foods are in the pictures?
2. How are the children in the pictures reacting to their food options?
3. What do these images teach us?

Image sources

featured photo

Girl holding a fruit bowl

kids preparing their lunch

mix of greasy and healthy food

MyPlate

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This lesson is meant to introduce students to the geography of the United States by identifying the varying landforms throughout the country.

Guiding Questions: 1. What similarities and differences do you see between these pictures? 2. How might the climates of these areas differ? 3. Can you make any guesses as to how these landforms were made? 4. What parts of the country do you think these landforms are in?

• Image Sources:
• Teton – Teton Mountain Range
• Zion Canyon Overlook
• Mississippi River Long Exposure
• Yosemite Valley Lightroom HDR
• Yosemite Valley

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Mule deer SW Wyoming on winter range

White-tailed Deer

Rattling no guarantee for black tail deer

For this lesson I’m going to explain how to identify different Deer species in the State of Washington. I would start the lesson by giving giving them a pre-test on what they know about deer. I would then go into lecture form with background infromation about deer. Then I would give them another pre-test and ask the students of they know what species of deer live in Washington state. I would then go onto teach and show them images about the three different deer species we have in Washington State. Then I would give them a pre-test and ask how they can tell the differences between the species. I would then lecture them on how to identify the differences of the different species. When the lesson is done I will have them take a post-test on all the previous questions and see what they learned, as well as show more pictures and ask them which deer is which species.

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This lesson will hopefully get students to reflect on their knowledge of the five senses. This exercise should help students analyze and evaluate each given photo. Students will be shown each of these photos and asked what they might feel, smell, taste, sound, and see in this particular environment. I chose a picture of a snowy, beachy, and city like environment to give students completely different environments to reflect on. While picking these pictures I have took into consideration different types of people with different perspectives. Some children may never experience a snowy environment and may have a hard time coming up with senses in this environment. These photos can be vastly different and can be altered for every classroom. This lesson should help enhance and test students understanding of the five senses, while also having them reflect on their experiences.

Guiding Questions

1. What might you see, smell, taste, hear, or feel?
2. What experiences have you had in this environment? How did/might you feel in this environment?
3. How does this environment contrast/compare to your current environment?

Image Sources

Snow

Andaman Beach – A Funstay day

New York City

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In this activity, students will Harvard’s Project Zero’s Artful Thinking Routines to analyse paintings. Using the See/Think/Wonder routine (under Questioning and Investigating on the left hand side), students will follow the steps below to analyse the paintings in a deeper and more meaningful way.

Artful Thinking Routine: See/Think/Wonder:

What do you see?

What do you think about what you see?

What do you wonder about?

Images used for this activity:

Fishing

The Great Wave off Kanagawa

Old City