Context of Lesson: Students have been learning about different states and their history, travel destinations, and unique attributes. The students have learned about the other states and now are beginning their last state lesson on Hawai’i, since it is the 50th and last state to join the United States. The target date for this lesson is May 1st, because May Day is a tradition that is very popular on the islands of Hawai’i, which takes place on May 1st. The teacher will introduce the lesson to the class and explain that over the course of the last few weeks, we have been learning about the various states within the country and today is the last lesson! The class will begin with a short video explaining different facts about Hawaii.
After the video, the teacher will explain that today is a great day to explore Hawai’i, as it is May Day which is celebrated on the islands of Hawai’i with beautiful parades, hula, and lei giving/making. The class will go through the Google Maps as a whole group and explore five different locations around the Island of O’ahu. The teacher will begin at the first location and go through the map to show the students all the locations, pictures, and brief history of the location marks.
After exploring the map as a whole group, the teacher will allow students to go on their own devices to further explore the different islands through books and MyMaps and make a poster of facts about Hawai’i. Student posters can include facts, maps, etc. Students will have 30 minutes to create their posters and then can present their findings to a small group.
Goal for the Lesson: Students have been researching different states and their history over the course of the last few weeks. After this lesson, students will complete their unit regarding the different states because Hawaii is the last state that they are exploring. After this specific lesson, students will have a greater idea of the state of Hawai’i’s history, facts, and traditions. The video, map, and poster will allow students to see, explore, and apply their knowledge of the 50th state.
This lesson is designed for a fourth grade class who has already had some experience with working with and understanding typical plot structures in literature. Students will have already read a fable as a class and discussed where certain plot structures show up within the story. At the start of the lesson, they will watch an Edpuzzle video that reviews plot structure.
The students will begin by watching the Edpuzzle and answering the questions integrated in the video. Afterwards the class will have a discussion about the different questions. Then, the teacher will pass out a worksheet which has a clear visual that represents a typical plot diagram, with blank spaces next to key moments on the diagram. They will then fill in key moments from the story that relate to each spot on the graph (setting, rising action, climax, falling action, etc.). Having a clear visual to show them the literal rising and falling action will be much more useful than simply having them write out the order of events in the story.
This BrainPop video will be watched by a fifth-grade classroom as an introduction to the water cycle. Although they might know some of these concepts and words, they will be learning about the different aspects of the water cycle and how it connects overall. There will be follow-up lessons going into greater depth of the water cycle, but this will help them get a basic idea. There are a series of both multiple choice and short answer questions for them to answer throughout the video.
After engaging in a water phenomena video, students will engage in a brainstorming session about how the water cycle works. After the discussion, students will open their laptops and engage with the video and questions.
This social emotional lesson would take place in a Kindergarten/ first grade classroom. It will be taught after the Second Step lesson on kindness to give students extra practice noticing kind acts and recognizing how being kind makes a person feel.
“Okay class! Today we’ve been talking a lot about kindness through our Second Step lesson and with some of the books we’ve read aloud. Now I want each of you to practice what we’ve learned on your own!
Please get out your iPads and click on the assignment for today. You’re going to watch a fun video and answer the questions as they come up. Some questions ask you to choose the right answer and some ask you to click the microphone and give your own answer. Listen to the instructions and raise your hand if you have a question. Ready…. Set… GO!”
Activity: This is a first grade Economics Social Studies lesson. Students will be watching a video on EdPuzzle that discusses the differences between “Needs” (Shelter, Food, Air, Etc.) versus “Wants” (Cupcakes, Cars, Toys, Etc.) While the students watch the video there will be multiple points in which they have the opportunity to answer both open ended and multiple choice questions. After hearing about needs, students will be able to either write or say something that is a “need” in their lives. In addition, students will be able to name a “want” in their lives after wants are described. Then, the video will show different examples and there will be a section in which students are able to chose whether something is a need or a want. After the video is watched, the students will complete a “Needs vs Wants” sorting activity in which they cut out different pictures and glue the pictures under either the “Need” section or “Want” section.
The teacher will open the lesson with a review on the previous economics lesson and then discuss the new topic of “Needs” versus “Wants”
After the lesson begins, the students will be able to watch the EdPuzzle on “Needs VS Wants” on their school provided electronic devices (Chromebooks, iPads, etc.)
Students will watch the video and answer the questions, as they are prompted throughout the video. Within EdPuzzle, the students will not be able to continue through the video until the questions are answered.
After the video is watched and the students answer the questions on the video, they will be able to complete a sorting activity on needs vs wants in which they cut out pictures and glue them on the correct section.
View “Needs vs Wants” video below!
If the embedded video does not work, click on the EdPuzzle link here.
This lesson is for first-grade students to practice what they have been learning in their phonics lessons with diphthongs.
First, as a class, read the book Look by Fiona Woodcock to review the diphthong /oo/. This book is composed strictly of oo words. If you are reading the book to students, read the first few pages without introducing the pattern and see if students catch it on their own. Here is a read aloud option if you do not have the book:
After the read-aloud, have students stand up to sing along to the Jack Hartman video. Instruct students to sing along the first time and move their bodies as they would like. Remind them that the second time they watch it they will get to practice diphthongs on their iPad.
After watching the video once as a class, students will go to their iPads to record themselves saying each diphthong and reading the words back using the voice recording feature on edpuzzle. The voice recordings are during the second half of the video so students have another chance to hear the words before repeating the sounds back.
Here is a link for the video in case the HTML embedded link does not work.
After students have finished their voice recordings for diphthongs, have them return to the carpet and thing of words that fit under each diphthongs /oi/, /oa/, /au/, /ue/, /oy/, /ow/, /oo/, /ew/. The teacher should record students thinking for each word and the anchor chart can be displayed in the room for students to reference and add to in the future.
I decided to try a Japanese language lesson for this post since I’m also interested in teaching Japanese one day! Since there’s no specific grade level for learning a foreign language, I decided to make my lesson based on a high school 1st-year Japanese class. The video I created for this post will be a supplementary video for students having trouble learning the basic sentence structure of Japanese.
今日は皆さん！This week, we focused on the basic sentence structure of Japanese and learned the abbreviation “TTPOV” which stands for topic, time, place, object, and verb. I know we’ve been rushing through this lesson, so I understand if there is still some confusion on sentence structure.
Over the weekend, please watch my review video below and use this Google Drawing to follow along! After you’ve watched it, create three unique sentences using TTPOV. You can use the words I supplied in the word bank to get some practice first, but please use your own vocabulary for your three sentences and get creative with it! 頑張って下さい！
I hope you have a restful weekend! I’ll see you in class on Monday! ！お疲れ様でした！じゃまた月曜日：）
This activity is meant for a 1st grade science class
Context: This is an Edpuzzle that the teacher will do with their class. Because it is a little bit more advanced and there are some bigger words, I’d suggest to do this in a classroom with more TAG students who are ready to tackle more in depth parts of the plants. Something like this would not be used as an introduction activity to the unit, I think it would be better to do when students have some idea of what photosynthesis is but while still unaware of the specific parts of the plants that are involved.
Instructions: Students will click on this video and will be told to pay close attention because there will be interactive questions throughout the video. Students will be responsible for going through the video and correctly answering questions that they are asked.
Activity: The activity the students will be doing is on Edpuzzle. They will watch the video “on/in/under practice.” During the video, students will be shown a picture of an object on/in/under and they will need to complete and answer the multiple choice question in order to keep moving on in the video. This will help the teacher to see how well his/her students understand on/in/under. After the video is completed, another activity that I would like to do is have my students create their own on/in/under drawings and test their classmates. This will allow them to use their creativity along with practicing these skills more.
The teacher will do a lesson on, “on/in/under” and what each of these prepositions are and how to appropriately use them.
After students have a better understanding on this lesson, students will watch the video on Edpuzzle on their own electronic device (provided by the school).
Students will be told to complete the “on/in/under practice.” Students will not be able to move on in the video if they do not complete the multiple choice questions after each picture in the video is shown.
After students complete the video they will be instructed to create their own drawings of showing the prepositions of “on/in/under”. Students will have class time to work on this and if they do not finish they will take it home as homework so that they can bring it back the next day to share and test their classmates.
If you are not able to access the video above, use this link!
Context of the activity: This Edpuzzle video would be viewed by students during a lesson on coins and counting. The video would be used both to teach the content and to check for student understanding.
Target Student Group: 1st grade, math
Instructions for students: Watch this video, which will auto pause at certain points to ask you questions or prompt you to think about something.
Link to my EdPuzzle video if custom HTML isn’t displaying for you