Curriculum Archive: Activity One

1. Artifact A:

a.

b. Citation: Shapes, solids, and more : concepts in geometry 2-3 / developed by AIMS
Education Foundation Fresno, CA : AIMS Educational Foundation, c2009

c. Category: Book 2. Artifact B:

a. b. Citation: Jumbo Foam Shapes - 150 Pieces ; Discount School Supply http://www.discountschoolsupply.com/Product/ProductDetail.aspx?Product=23602 &rec=PDHbot c. Category: Artifacts

3. Activity Description a. Purpose/Goals: This activity will meet the common core standard CCSS.Math.Content.K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Kindergarten students will use multiple intelligences, created by Howard Gardner to create a product that is used in multiple cultural settings. The students will use linguistic, logicalmathematical and naturalistic intelligences all at ones to express their ideas on how to identify shapes in the natural world. At the end of the lesson, students should be able to know the difference between shapes and the names of shapes. They should also be able to give an example of a shape that we would see in the world outside of the classroom. b. Method/ Learning Style: The lesson will begin in a behaviorist manner where the teacher will be up front reading aloud the book, and the students will be at their individual seats paying attention. The lesson will shift to inquiry based instruction where the students will be engaged in a student centered, hands on activity. The teacher will provide the prompt of what the students are to do, as well as the materials necessary to produce the final outcome. This activity will require students to use intellectual development skills, observation skills, and to make inferences and generalizations. While this is an active lesson that allows students to be creative, students will be assessed on whether they are able to make the connection between shapes and real-life objects. For example, a sun can represent a picture and the roof of a house can represent a triangle.

c. Student Product: Students will be asked to use the information about shapes they learned from the reading to create their own picture. They will look outside and see shapes in nature and from there, they will use the foam shapes to model a picture of the environment. The handout will prompt the students to first identify the various shapes, and from there they will relate to shapes to something they can see outside.

Curriculum Archive: Activity Two

1. Artifact C:

a. b. Citation: Hanes Women's 6-Pack Liner Socks - Assorted Colors 8-12 http://www.target.com/p/hanes-women-s-6-pack-liner-socks-assorted-colors-8-12/-/A14455905#prodSlot=large_1_10 c. Category: Artifact 2. Artifact D:

a. b. Citation: Learn About All Five Senses at www.turtlediary.com http://www.youtube.com/watch?v=1tTKLE72fJI c. Category: Video 3. Artifact E:

a.

b. Citation: Hershey's: Milk Chocolate Kisses, 19.75 oz http://www.walmart.com/ip/Hershey-s-Milk-Chocolate-Kisses-19.75oz/10449900?findingMethod=rr c. Category: Food 4. Activity Description: a. Purpose/Goals: The purpose of this lesson is to use multiple intelligences. Students will being by watching a short clip on the five senses that the teacher will pull up via projector. The students will then be placed into groups where they will have the chance to take a sock that has an object inside of it and use their senses to try and determine what is in the sock. Students will use bodily-kinesthetic and linguistic intelligences to determine what is in the sock and to describe what they think the object is. They will use bodily-kinesthetic to touch the sock and feel around. Also, they will use this intelligence to listen, shake and smell the object. This will allow the use of fine motor skills and will allow the students to use body parts to solve a problem. Students will use the linguistic intelligence to be descriptive in what they guess the object inside the sock is. b. Method/ Learning Style: This lesson uses Holistic Thinking. The big picture is this sock with an object in it. Students must break down logic into the five different senses so they can determine the object inside the sock. This lesson and activity also uses Problem Based Inquiry. The learning is very active and encourages success. As the beginning of the class has the teacher using direct instruction with the video, it then transitions into a constructivist type activity. Students are placed into groups and the lesson is based on a real-world example. They will be able to recall this experience later in life when they are required to use their senses to solve a problem.

c. Student Product: Students will be asked to have a sheet of paper in which they will write down what they felt, saw, heard, and smelled while they were trying to figure out the object in the sock. After all of the responses are in, the teacher will uncover what was in the sock and the students will then have the opportunity to eat the chocolate. This will let them use their sense of taste.