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Lessons: 10/7/13 – 10/11/13

Pre-Assessment (Turn in) P 61 Learning Bridge (Pearson Success) Kite activity (Front: four sections, name, definitions, example) (Back: four sections, 5 examples for each) Definitions/Kite in Vocabulary notebook (Vocabulary notebook) Class work p 64 #1-7 (Textbook) Extra Time p64 #8-16 (Textbook) Homework P 3-1 (Workbook)

**Monday: Multiplication Properties (3.1)
**

(Full lesson plan provided below)

**Tuesday: Mental Math to Multiply (3.2) Estimating Multiplication (3.3)
**

(Full lesson plan provided below)

Morning work Page 63 #2 & #3 (Turn in) - Completed while checking homework Review homework P 3-1 (Workbook) Estimating Multiplies (3.2) Learning Bridge Slide Show to go along with P68 #1-6 Individual Work P69 #7-18 Odd

Mental Math (3.3) Learning Bridge Slide Show Group work/Individual work- Flower Petals Activity Homework P/R 3.2 and P/R 3.3

Wednesday: Multiplying 1-Digit Number (3.6)

T Smith Slide show? http://www.mathplayground.com/multiplication03.html Guided Practice-Learning Bridge & Page 75 #1&2

Individual Work-Worksheet/Bookwork Multiplication Bingo Game Homework

Thursday: Review Day

Review homework Study Guide- Finish for homework Review Game (Jeopardy?) Homework- MUST get signed! Turn in homework- check for signature Test (3.1, 3.2, 3.3, 3.6) Include: Multiple choice Vocabulary Word Problems Open ended response

Friday: Test Day

Lessons: 10/14/13 – 10/18/13

Monday: Distributive Property (3.5)

(Full Lesson Plan Provided Below) Morning Work (Pose the Problem) Distributive Power Point (Teacher made) Note booking –Vocabulary words/Handout Group Work (Its distributed-Worksheet) Learning Bridge (Pearson Success) Homework P 3-5

**Tuesday: Multiplying 2-Digit by 2-Digit (3.7)
**

(Full Lesson Plan Provided Below)

Morning Work (Pose the Problem) Multiplying 2-Digit by 2-Digit Power Point (Teacher made) Individual Work (Super Teacher Worksheet x2 including word problems) Homework (Super Teacher Worksheet)

Wednesday: Multiplying 2-Digit by 2-Digit (3.7)

Morning Work (Pose the Problem) Learning Bridge ( Multiplying 2-Digit by 2-Digit)

Book Work (Pages 78-79 All) Quick Check Review (Early Finishers) Homework P3-7

Thursday: Quiz Multiplying Greater Numbers (3.8)

Morning Work (Pose the Problem) QUIZ (Multiplying 2-Digit by 2-Digit)

**Learning Bridge Book Work P80-81 Homework (Super Teacher Worksheet)
**

Morning Work (Pose the Problem) Exponents-Power Point (Teacher made) Note booking (Handout) Individual Work (Teacher made worksheet)

**Friday: Enrichment Exponents (3.4)
**

(Full lesson plan provided below)

Lessons: 10/21/13-10/22/13

Monday Greater Numbers (3.8)

Greater Numbers Learning Bridge (Great Numbers) Greater Numbers Practice P80 #1-16 Multiplying Three Digit by Three Digit Numbers (Individual whiteboards) Test Review P72 1-8 P73 9-16 Worksheet (Distributive Property, Multiplying Two digits by two digit, Multiplying Great Numbers)

**Tuesday Test Day
**

(Full lesson plan provided below)

Test: Multiplying Great numbers & Distributive Property Extra Credit: Exponents After test: Addition, Subtraction, Multiplication and Division Word Problems

Technology:

Technology was used throughout the unit, whether it was used by the teacher or students it enhanced lessons to benefit the students learning. The Smartboard was used daily to allow for smooth transitions and engaging lessons. The students enjoyed using the Smartboard for engaging activities, solving equations, or viewing videos and PowerPoint’s. Near the end of daily guided practices the students were given opportunities to come to the Smartboard

and solve equations and then explain steps to finding the solutions. The students were chosen at random because with such a large class not all students were able to use the Smartboard during one lesson. The students also participated in Smartboard activities which required students to come to the Smartboard and drag items to their appropriate position. Technology was also used in other areas to benefit students learning, students had opportunities to use online websites to practice math skills used in class. The students were allowed to use the websites during down time, after test, or during computer lab time. Technology is a familiar tool the students are fully aware of and enjoy while also being beneficial.

Lesson One:

Hook Lesson/Anchor Activity

Properties of Multiplication

Teacher Candidate: Hannah Goeckner Lesson # __1____ th Subject/Grade: Math 5 Grade Date and Time of Lesson: Monday October 7th 8:10 AM Learning Objective:

The students will apply previous knowledge to classify properties of multiplication. The students will define and apply the properties of multiplication to complete an activity and solve equations. Alignment with Standards: CCSS.Math.Content.5.NBT.B.6 Find whole-number quotients of whole numbers with up to four-digit dividends and twodigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

**Developmental Appropriateness or Cross-curricular connections:
**

The students will complete a series of activities while using appropriate age and grade level tools. The students need to show social development while discussing during group work. The students will also use cognitive development when classifying the different properties of multiplication. Physical developments will be limited during the activity. Emotional development will show if the students are able to accept and provide feedback and suggestions to their peers.

**Assessment(s) of the Objectives:
**

Lesson Objective(s) Assessment(s) of the Objective(s) Use of Formative Assessment The students will complete a series of problems from their text book to determine their prior knowledge of the content. (Pre-assessment) The students will hold short discussions during the kite activity to determine their knowledge of the material. The students will work in groups to discuss and compare answers while completing work from their text. (During assessment) The students will complete a series of equations from their text book to be turned in. (Postassessment)

The students will apply previous knowledge to classify properties of multiplication.

The students will complete a series of problems to determine their prior knowledge of the unit’s content.

The students will define and apply the properties of multiplication to complete an activity and solve equations.

The students will complete an activity to define and discuss the different properties of multiplication. The students will complete a series of equations that focus on the properties of multiplication with a partner. The students will complete problems from their text to determine which properties if being used and determine how it should be solved.

Accommodations:

The lesson accommodates well with different learning styles, visualizes, auditory, and early finishers. The lesson accommodates visually and auditory learners by incorporating the kite activity completed on the Smartboard and the learning bridge video. Students who complete work early will be given an alternate assignment to continue practicing the material. The lesson and activity allows for the students to refer back to the content in the future, it not only defines each property but also provides examples of how to use each property.

Materials:

Learning Bridge Video Kite activity Pencil Common Core Textbook Vocabulary notebook Glue

Procedures:

Getting Started: The students will transition into the classroom and begin by looking at the board to determine what supplies they need for the day. The students will begin the unit by completing a pre-assessment which includes defining and using properties of multiplication. Kite Activity & Definitions (NCTM 2,3,4,5) (ELA: writing) The students will define and classify each property using a Kite worksheet. The students will follow along as each step is modeled on the Smartboard. The students will begin by numbering each section in their individual kite; the step will be modeled through the Smartboard. Section 1: Commutative Property (NCTM 1,2,3) The class will begin with the section labeled #1, the students will follow along as the steps are modeled. The term will be placed on the top line of the section. The class will then conduct a short discussion of the commutative property. The class will then follow as the property is defined. Following the definition examples will be modeled as the students follow along and then repeat the process. Guided Practice and Individual Practice (NCTM 1,4,5) After completing section one of the kite activity the students will flip their paper over to the section labeled one and follow along as two of the five equations are completed as guided practice. The students will then complete the final three equations of the associative property individually. The class will hold a short discussion to determine their solutions. Section 2: Associative Property (NCTM 1,2,3) The class will continue to the section labeled #2, the students will follow along as the steps are modeled. The term will be placed on the top line of the section. The class will then conduct a short discussion of the associative property. The class will then follow as the property is defined. Following the definition examples will be modeled as the students follow along and then repeat the process. Guided Practice and Individual Practice (NCTM 1,4,5) After completing section two of the Kite activity the students will flip their paper over to the section labeled #2 and follow along as two of the five equations are completed as guided practice.

The students will then complete the final three equations of the associative property individually. The class will hold a short discussion to determine their solutions. Section 3: Identity Property (NCTM 1,2,3) The class will then continue to the next section labeled #3, the students will follow along as the steps are modeled. The term will be placed on the top line of the section. The class will then conduct a short discussion of the Identity property. The class will then follow as the property is defined. Following the definition examples will be modeled as the students follow along and then repeat the process. Guided Practice and Individual Practice (NCTM 1,4,5) After completing section three of the Kite activity the students will flip their paper over and follow along as two of the five equations are completed as guided practice. The students will then complete the final three equations of the Identity property individually. The class will hold a short discussion to determine their solutions. Section 4: Zero Property (NCTM 1,2,3) The class will continue towards the section labeled #4, the students will follow along as the steps are modeled. The term will be placed on the top line of the section. The class will then conduct a short discussion of the Zero property. The class will then follow as the property is defined. Following the definition examples will be modeled as the students follow along and then repeat the process. Guided Practice and Individual Practice (NCTM 1,4,5) After completing section four of the Kite activity the students will flip their paper over and follow along as two of the five equations are completed as guided practice. The students will then complete the final three equations of the Zero property individually. The class will hold a short discussion to determine their solutions. Vocabulary Notebooks (NCTM 5) After completing the kite activity the students will open their math vocabulary notebooks. The students will write “Properties of Multiplication” on the top of the next available page. The students will then glue their kite into their notebooks where all side of the paper is visible. This will allow the students to refer back to their work and as they study for testing. Learning Bridge (NCTM 4) (ELA: Viewing) The students will watch a short video provided by the Common Core text. The video will explain and model the different properties of multiplication. This will be used to recall and crystallize the information discussed. Class Work (NCTM 1,2,3): (ELA: Speaking & Listening) The students will complete a series of problems with a partner to provide more practice and allow

students to discuss the material. The students will use their text books to complete number one through seven on page sixty four. Early Finishers (NCTM 1&2): Depending on the amount of discussion and interruptions, students who have extra time after the group work will complete a series of equations individually. The students will be instructed to complete numbers eight through sixteen in their text on page sixty four. The students will complete this on the same page as the group work to be turned in. Homework: The students will complete a page from their workbook for homework. This will provide more practice and crystallize the material before continuing to another topic. Activity Analysis:

The Kite activity provides the students with definitions of properties of multiplication, guided practice, and individual practice. The students are classifying and practicing each property while also providing a reference to return back to when studying. The activity allows students to refer back to and recall the definition and how to use the property.

Resources:

Charles, R. I., & Education, I. (2012). EnVisionMath common core. Glenview, Ill.: Pearson Education.

Lesson Two:

EEDA Related

(Cooperative learning, contextual teaching, and/or connections to real life problem solving or career awareness/skills.)

Estimating Products

Teacher Candidate: Hannah Goeckner Lesson # __2____ th Subject/Grade: Math 5 Grade Date and Time of Lesson: Tuesday October 15th 8:10 AM Learning Objective:

The students will use rounding or compatible numbers to estimate products of whole numbers. The students will understand there is more than on way to estimate a product. Each estimation technique gives one way to estimate by replacing numbers with other numbers that are close and easy to compute with mentally. Alignment with Standards:

CC Math 5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

Developmental Appropriateness or Cross-curricular connections:

The students need to show social development while conducting a class discussion, guided practice, and during group work. The students will also use cognitive development to build new skills based on their prior knowledge of multiplication. Physical development will be limited during the activity. Emotional development will show if the students are able to accept and provide feedback and suggestions to their peers and mentor.

**Assessment(s) of the Objectives:
**

Lesson Objective(s) Assessment(s) of the Objective(s) Use of Formative Assessment The students will complete the Pose the Problem to determine their prior knowledge. (Pre-assessment) The class will hold a discussion on the importance and reasoning of estimating (During assessment) The students will complete individual work/group work to determine knowledge gained about estimating. (Postassessment)

The students will use rounding or compatible numbers to estimate products of whole numbers. The students will understand there is more than on way to estimate a product. Each estimation technique gives one way to estimate by replacing numbers with other numbers that are close and easy to compute with mentally.

The students will complete a concise list of careers and everyday task that require estimation. The students will also complete individual/group work to practice the use of estimation.

Accommodations:

Students who need visual accommodations will be given the opportunity to gain an understanding of estimating through the learning bridge video. The lesson accommodates to students who need visuals to represent equations, as well as auditory as the teacher discusses the steps seen on the Smartboard. Students who learn best through discussion will be provided with group work to better clarify the steps used.

Materials:

Pose the problem Learning Bridge Smartboard Common Core Textbook

Procedures:

Pose the Problem (Morning Work) (NCTM 1,2,4,5) (EEDA)

The students will transition into the class and gather materials needed for the day. The materials needed will be listed on the

board for the students. The timer will be set for two minutes when the last students enter the classroom. The students’ homework for completion from the previous night will be checked. The students will continue to work on their morning work which will be presented on the Smartboard. The students will have three to five minutes to complete the morning work. Pose the Problem: “A school club wants to buy shirts for each of its 38 members. Each shirt costs $23. About how

**much money will the shirts cost? Tell how you found your estimate.”
**

The morning work will open the new topic being covered, estimation. The class will discuss how solutions were found. Inform the students this is an example of the material that will be covering for the day.

Vocabulary (NCTM 4,,5)

The class will discuss terms that will be used throughout the lesson. After each solution the students will need to determine if the solution is an overestimate or underestimate. The students will need to have a basic understanding of the terms to complete discussions and solutions. Overestimate: Both numbers used to estimate were greater than the actual numbers. Underestimate: Both numbers used to estimate were less than the actual numbers.

**Learning Bridge (NCTM 2,4,5) (ELA: Viewing)
**

The students will watch the learning bridge as a visual aid. The students will gain and understanding of why and how to estimate to find a reasonable answer. The learning bridge will provide a real life situation to help students connect to estimation.

**EEDA Related (NCTM 4)
**

The class will hold a short discussion of why estimating is important how it can be used in everyday life. Sometimes in your line of work estimating is needed. Have the students name jobs where estimating may be needed. Have students name time where in everyday life estimating may come in handy. Create a list on the board to determine both jobs and everyday task that require estimation. Add needed items to the list. Continue to discuss reasoning for estimating after the list is complete.

**Jobs that require Estimating
**

Construction Workers Project Estimators Designers Grocery Store Stockers Restaurant Business

**Estimating in everyday life situations
**

Grocery Store Shopping Paying Bills Using your bank account Telling Time

Modeling Estimating/Smartboard Practice: (NCTM 1,2,4,5)

The students will follow along as numerous examples are provided on the Smartboard. Each steps of estimating will be modeled on the Smartboard for the students to observe. The class will also discuss whether the solution is an over or underestimate and why. Equation Estimate Is it an over or underestimate? Why?

1. 58x6

60x6=360 Overestimate

2. 733x21 700x20=14,000 Underestimate

3. 243x4 250x4=1,000 Overestimate

4. 24x39 25x40=1000 Overestimate

Why is it an overestimate?

Why is it underestimate?

Why is it an overestimate?

Why is it an overestimate?

**Guided Practice: (NCTM 1,2)
**

The students will use their individual whiteboards to complete the guided practice that will be shown on the Smartboard. The students will mimic the same steps seen on the Smartboard. The steps for each problem will be discussed as well as a discussion on whether the solution is an over or underestimate.

**Group Work/Individual Work (NCTM 1,2) (ELA: Listening & Speaking)
**

The students will be given the opportunity to choose to complete work within their groups or individually. The students will complete numbers 7-23 in their textbook. During this time I will be monitoring the students and provided assistance as well as keep students on task.

Homework P.3-3 (Workbook)

The students will complete a page in their workbooks for homework. This provides the students with extra practice of the content and ensures they understand the content. The homework will be reviewed the following day.

Activity Analysis: The students will complete a list of careers and everyday task that require estimating. The students will discuss and add new items to the list. This will allow the students to gain an understanding of why estimating is important and how it can be beneficial to everyday life. Resources:

Charles, R. I., & Education, I. (2012). EnVisionMath common core. Glenview, Ill.: Pearson Education.

Lesson Three:

**SSCA or Bullying Related
**

The SSCA/Bullying related lesson was done during the Social Studies Lesson on Thursday 26 , 2013. Lesson three from the unit will not address the SSCA act, it will cover math content from the unit (Multiplying 2 Digit by 2 Digit Numbers).

th

**Multiplying 2 Digit by 2 Digit Numbers
**

Teacher Candidate: Hannah Goeckner Lesson # __3____ Subject/Grade: Math 5th Grade Date and Time of Lesson: Tuesday October 15th 8:10 AM Learning Objective:

The students will multiply two-digit numbers by two-digit numbers. The students will understand the use of place value starting with the ones, tens, and so on when multiplying two-digit by two-digit numbers. Alignment with Standards: CCSS.Math.Content.5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

**Developmental Appropriateness or Cross-curricular connections:
**

The students need to show social development while conducting a class discussion, guided practice, and during group work. The students will also use cognitive development to build new skills based on their prior knowledge of multiplication. Physical development will be limited during the activity. Emotional development will show if the students are able to accept and provide feedback and suggestions to their peers and mentor.

**Assessment(s) of the Objectives:
**

Lesson Objective(s) Assessment(s) of the Objective(s) Use of Formative Assessment The students will complete morning work followed by a discussion to determine prior knowledge. (Preassessment) The students will complete individual practice of two-digit multiplication presented on the Smart board. The students will turn in their work to be observed.

The students will multiply twodigit numbers by two-digit numbers.

The students will complete individual practice of multiplication of two-digit by two-digit from the power point provided.

The students will understand the use of place value starting with the ones, tens, and so on when multiplying two-digit by two-digit numbers.

The students will complete a Super teacher worksheet which contains boxes to better hold place values. The students will complete the worksheet individually.

(During assessment) The students will complete an individual Super teacher worksheet. (Post-assessment)

Accommodations:

The lesson accommodates to students who need visuals to represent equations, as well as auditory as the teacher discusses the steps seen through the power point. Students who learn best through discussion will be provided with group work to better clarify the steps used.

Materials:

Morning Work Power Point (Teacher made) Multiplying 2-digit by 2-digit numbers Power Point (Teacher made) Super Teacher Worksheet (Individual Work) Super Teacher Worksheet (Group Work)

Procedures:

Pose the Problem (Morning Work) (NCTM 1,2,3) (EEDA)

The students will transition into the class and gather materials needed for the day. The materials needed will be listed on the board for the students. The timer will be set for two minutes when the last students enter the classroom. The students’ homework for completion from the previous night will be checked. The students will continue to work on their morning work which will be presented on the Smartboard. The students will have three to five minutes to complete the morning work. Pose the Problem: “A carpenter sells 38 chairs in one day. Each chair cost $23. How much money does the carpenter make? Show how you found the answer.” The morning work will open the new topic being covered, distributive property of multiplication. The class will discuss how solutions were found. Inform the students this is an example of the material that will be covering for the day.

**Multiplication Power Point (NCTM 1,2,4,5)
**

(ELA: Viewing, Writing, & Listening)

The slide show will present previously seen definitions, new examples, and steps of multiplication of two-digit by two-digit numbers. The students will follow along as the Power Point is visually presented on the Smartboard. The students will maintain their focus towards the slide show as examples are modeled. The students will then complete several practice problems using their individual whiteboards.

Let’s Review (Slide 2): The students will review previous terms to present when discussing multiplication. The term factor and product will be presented on the Power Point.

Factors- Numbers multiplied together Product- The answer in a multiplication equation Modeling (Slide 3-10): The students will continue to observe the power point as the first equation is modeled, 26x12. The first step is to make sure the place values are lined up. Begin with multiplying the bottom factor’s one’s place with the top factors one’s place. Reminder to the students: Think, 2 x 6 equals 12. Because there is still the tens place to multiply, you must carry the 1. Next, multiply the 2 and the other 2. Then, remember to add your carry of 1. Hint for the students: Think, 2x2=4+1=5 Next, because we are going to the next place value (tens), we need to use a 0 for a place holder. Place the 0 under the 2 in the products Next, begin to multiply the 1in the tens place with the top line factor. Hint for students: Think 1x6=6. Add the ones place. Carry is necessary. Add the tens place. Carry is necessary. Add the hundreds place. Carry is necessary. Finally, add the two product lines to find the final product. Guided Practice (Slide 11-14): The students will begin solving equations as guided practice. The students will use their individual whiteboards and markers to present their solutions. The problems 53x23, and 41x18 will be completed as a guided practice, the students will follow along as each step is presented on the Smartboard. Individual Practice (Slide 15-22): The students will complete several individual practice problems using their individual whiteboards. During this time if needed solutions and steps will be shown on the power point. When needed the problems will be worked out on the Smartboard to ensure the students do not skip any steps. 1. 41x18 2. 68x35 3. 76x52 4. 94x76

Greater Numbers Guided Practice (Slide 23): The students will follow along as a new concept will be added to the lesson, greater numbers. Greater numbers will be covered in depth in two days; the guided practice continues to allow students to work with multiplication. The students will continue to follow with each step as the solution is solved. The students will complete the guided practice using their individual whiteboards. Greater Numbers Individual Practice (Slide 24) The students will complete greater number multiplication problem individually using their whiteboards. The multiplication steps will be shown on the Smartboard for students to discuss and compare their work to.

**Super Teacher Individual Work (NCTM 1,2,4,5)
**

Following the slide show the students will complete individual practice using the Super teacher worksheet. The Super teacher worksheet provides boxes to keep the place values in the correct areas. The boxes help the students from making careless mistakes as well as getting used to lining each place value correctly. The students will be monitored during individual work to provide additional help. The student’s individual work will be turned in after completion.

Super Teacher Group work (NCTM 1,2,4) (ELA: Speaking and Listening)

Following the slide show and individual practice the students will complete a worksheet in small groups. The students will continue to discuss the steps with peers to find solutions of multiplication equations. The Super teacher worksheet provides boxes to keep the place values in line. Small group work allows the students to discuss and compare answers of the content. The students will be monitored during group work to answer any questions and keep students on task.

Homework P.3-5 (Workbook)

The students will complete a page in their workbooks for homework. This provides the students with extra practice of the content and ensures they understand the content. The homework will be reviewed the following day.

Activity Analysis: The PowerPoint provides the students with a visual understanding of how to perform multiplication on two-digit numbers by two-digit numbers. The power point provides the class discussion time and practice time. The Super teacher worksheet allows the students to continue to work on multiplication of two-digit numbers by two digit numbers while keeping place value in order. The students are able to complete the super teacher in groups after completing one individually.

Resources:

Charles, R. I., & Education, I. (2012). EnVisionMath common core. Glenview, Ill.: Pearson Education.

Lesson Four:

Candidate Choice

Distributive Property

Teacher Candidate: Hannah Goeckner Lesson # __4____ Subject/Grade: Math 5th Grade Date and Time of Lesson: Monday 14th 8:10 AM Learning Objective:

The student will use the distributive property to simplify expressions and solve equations. The students will understand the properties of multiplication can be used to assist during mental math and to simplify computation. Alignment with Standards: CCSS.Math.Content.5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm. CCSS.Math.Content.5.OA.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Developmental Appropriateness or Cross-curricular connections:

The students will follow along as a PowerPoint visually presents the distributive property. The students need to show social development while conducting a class discussion and during the group work. The students will also use cognitive development to build new skills and concepts that benefit multiplication. Physical developments will be limited during the activity. Emotional development will show if the students are able to accept and provide feedback and suggestions to their peers and mentor.

**Assessment(s) of the Objectives:
**

Lesson Objective(s) Assessment(s) of the Objective(s) Use of Formative Assessment The students will complete morning work to be discussed. The open discussion provides an insight of the student’s prior knowledge of the content. (Preassessment) The students will complete practice questions during the power point. The students will turn in their work to determine their understanding of the material. (During assessment) The students will complete a worksheet using the distributive property during group work. (Post-assessment)

The student will use the Distributive Property to simplify expressions and solve equations.

The students will complete individual practice problems after observing a PowerPoint which presents the steps of the distributive property.

The students will understand the properties of multiplication can be used to assist during mental math and to simplify computation.

The students will complete group work to use distributive property when solving equations.

Accommodations:

The lesson accommodates to students who need visuals to represent equations, as well as auditory learners as the teacher discusses the steps seen on the power point. Students who learn best through discussion will be provided with group work to better clarify the steps used. Students who are classified with an IEP will be handed a pre-filled handout to prevent from missing any materials during instruction time.

Materials:

Morning Work Power Point (Teacher made) The Distributive Property Power Point (Teacher made) Learning Bridge Video- Pearson Success Its Distributed Worksheet Scissor Glue

Procedures:

Pose the Problem- Morning Work (NCTM 1,2,3,4) (EEDA)

The students will transition into the class and gather materials needed for the day. The materials needed will be listed on the board for the students. When the last students enter the classroom the timer will be set for two minutes. The students will have no homework from the previous night to be checked. The students will begin working on their morning work which will be presented on the Smartboard. The students will have three to five minutes to complete the morning work. Pose the Problem: “How can you use numerical expressions and only the numbers shown on the rectangle to find the area of the un-shaded rectangle on the left? Be sure to use all three numbers. Tell how you decided.” The morning work will open the new topic being covered, distributive property of multiplication. The class will discuss how solutions were found. Inform the students this is an example of the material that will be covering for the day.

**Distributive Power Point (Teacher made) (NCTM 1,2,3,4,5) (ELA: Viewing, Listening, & Writing)
**

The slide show will present definitions, examples, and steps of the distributive property. The students will follow along as the Power Point is visually presented on the Smartboard. The students will be given a handout after examples have modeled. The handout requires the students to follow along with examples and steps as the PowerPoint is presented. Meaning of Distribute (Slide 2-8) : The first example provided for the students represents five girls receiving an equal amount of boxes. The students will gain and understanding from the first example that distribute means “to give out.” How to Use Distributive Property (Slides 9-13): The students will observe as slides nine through thirteen models how to use distributive property when solving an equation that include a two digit number multiplied by a one digit number, 43 x 5. The students will continue to follow along as they see the two digit number, 43 placed into expanded form, 40 + 3. The students will observe as each partial number will be multiplied by 5, which will result in having two partial products, 200 and 15. The partial products will then be added to find the solution, or final product of 215. Additional modeling (Slide 14-19): The students will follow along as another equation is modeled from the Power Point. The students will observe as 53 x 6 is completing through three steps. The two digit number will be placed into expanded form followed by multiplying each by six. The partial products will then be added together to come to the final product. Guided Practice (Slide 20-28): The class will then solve equations as a guided practice, this will be completed using the handout. The equation used for the guided practice represents 4 x 28. The students will begin by writing down the first step of the distributive property. 1. Break apart the double-digit number. The students will then follow the step and put 28 into expanded form, 20 + 8. Following the first step the students will write the second step on their handout. 2. Multiply each part by 4 (distribute the 4). The students will then complete the step using the equation on their handout. The students will write the final step on their handout, 3. Sum the two products. After writing the steps on their handout the students will complete the action using the equation. The guided practice allows the students to follow along with the teacher as the distributive property is used as well as providing the students with examples to refer back to. Try This (Slide 29-30): The class will hold a small discussion to determine how to solve additional distributive equations. At this time the students should become familiar with the steps used to complete equations that require the use of the distributive property. Finding the Area/Distributing More than once (Slide 31-44): Finding the area of a rectangle requires the students to distribute numbers to more than one product. This has not been shown in previous equations but will be introduced using Area. The

students will have a short discussion on how to find the area of a rectangle (length x width) before continuing to the equation. The students will observe as the power point continues to show the students the steps and how to find a solution to the equation. The students will observe as the rectangle is broken apart to represent the expanded form. The power point then provides the students with a visual of how to solve for the product of each section of the rectangle. The students will observe how the two rectangles are placed together again to represent adding the products to find the solution. Guided Practice (Slide 45- 51): The following the example the students will complete another guided practice using their handout. The students will solve for the area of the rectangle with the length 25 yards and width of 9 yards. The students will follow as they watch the steps performed by the teacher. The students will also write the steps to solving equations that require the use of the distributive property. The students will begin by breaking apart the two digit number into expanded form, then multiplying each number by 9, and finally adding the two products together to result in the solution. The students will continue to follow as each step is performed on the Smartboard. Practice Time (Slides 53-62) : The students will practice the distributive property by answering several questions presented through the power point. The students will have to show the correct way to represent equations before distributing. Each solution will be discussed as a class before continuing to the next problem. The students will complete the practice on a separate piece of paper to be used again in future sections. Individual Practice (Slide 64-73): The students will complete an individual practice to solve for area of two rectangles that measures 4 yards in width and 3 and 9 yards in length. This will be done on the same piece of paper used for earlier practice; this will be turned in at the end of class. The students will complete this individually as the teacher continues to monitor the students work. The solution will be discussed and visually represented on the power point; the slides will provide the students with the steps used to find the solution. Define Distributive (Slide 74): The students will complete the handout by defining the distributive property in the designated area on their handout.

**Note booking (NCTM 4,5) (ELA: Writing)
**

The students will complete the activity by cutting the handout into two pieces and placing it into their vocabulary notebooks. The students will label the page and then glue each part of the handout in their notebooks. Placing the handouts and examples in their notebooks provides the students with a reference when studying.

**Group Work (Its Distributed-Worksheet) (NCTM 1,2,3) (ELA: Speaking & Listening)
**

Following the slide show and note booking the students will complete a worksheet in small groups. The students will continue to discuss the steps with peers to find solutions of equations using the distributive property. Small group work allows the students to discuss and compare answers of the content. The students will be monitored during group work to answer any questions and keep students on task.

**Learning Bridge (Pearson Success) (NCTM 1,2,4,5) (ELA: Viewing)
**

Depending on the time constraint the lesson will conclude with a short three minute video provided by the new Common Core tools. The video will crystallize the content covered and provide the students with yet another visual and auditory example of the distributive property.

Homework P.3-5 (Workbook)

The students will complete a page in their workbooks for homework (P 3-5). This provides the students with extra practice and

ensures they understand the content. The homework will be reviewed the following day.

Activity Analysis:

The PowerPoint used to present the distributive property includes examples, definition, and practice time. The students will follow along and chime in during the guided practice. The students will complete a series of practice problems to ensure they understand the material. The students will also complete a group exercise to allow for discussion and comparison. The activity provides the students with individual practice of the material presented. Resources: Charles, R. I., & Education, I. (2012). EnVisionMath common core. Glenview, Ill.: Pearson Education.

Lesson Five:

Candidate Choice

Exponents

Teacher Candidate: Hannah Goeckner Lesson # __5____ th Subject/Grade: Math 5 Grade Date and Time of Lesson: Friday 18th 8:10 AM Learning Objective:

The students will use exponential notations to represent numbers using a base number and an exponent. Alignment with Standards: 5.NBT.2: Explain patterns in the numbers of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

**Developmental Appropriateness or Cross-curricular connections:
**

The students will follow along as a PowerPoint visually presents the Exponential form. The students need to show social development while conducting a class discussion and during the group work. The students will also use cognitive development to build new skills and concepts that benefit multiplication. Physical will be used during the hands on activity but it will be limited. Emotional development will show if the students are able to accept and provide feedback and suggestions to their peers and mentor.

**Assessment(s) of the Objectives:
**

Lesson Objective(s) Assessment(s) of the Objective(s) Use of Formative Assessment The students will contribute during class discussion as they follow along with the PowerPoint. (Preassessment) The students will talk and turn to complete the pose the problem. The students will also complete individual book work from section 3.4. (During assessment) The students will complete the exponents card game with a partner. (Post-assessment)

The students will use exponential notations to represent numbers using a base number and an exponent.

The students will complete individual work from the section 3.4 in the Common Core textbook. The students will complete the exponent’s card game with a partner.

Accommodations:

The lesson accommodates to students who need visuals to represent equations, as well as auditory learners as the teacher discusses the steps seen on the power point. Students who learn best through discussion will be provided with group work to better clarify the steps used. Students who are classified with an IEP will be handed a pre-filled handout to prevent from missing any materials during instruction time. The students who finish early will be given additional work to complete.

Materials:

Exponent Power Point Exponents Handout Pencil Scissors Glue Deck of Cards Exponents Card Game

Problem Solving, Reasoning and Proof, Communication, Connections, and Representation

Procedures:

Transition: The students will transition into the class and gather materials needed for the day. The materials needed will be listed on the board for the students. When the last students enter the classroom the timer will be set for two minutes. Power Point (NCTM 1,2,3,4,5) (ELA: Viewing, Listening & Writing) The students will follow along as the power point presented on the Smart board will provide definitions, examples, and explanations of represent exponents. The students will be provided with a handout to better follow along with the content covered. The students will be asked questions throughout the PowerPoint to ensure they understand the content. Handout: (NCTM 1,2,3,4,5) The handout requires students to think about the purpose of using exponents. The students will learn new vocabulary and place it on their handout. The handout will be placed in the students math vocabulary notebooks for future reference. The handout provides several examples that will be provided and discussed from the PowerPoint.

**Exponents Exponents: Exponents can be used to write large numbers
**

Think about this: How can you start with 4 and then repeatedly multiply by 4 until there are 5 factors? ___ x ___ x ____ x ____ x ____ = ______________

Vocabulary:

Base:_________________ 5 ______________________ ______________________ Exponent: _____________ 3 ______________________ ______________________ Exponential Notation 5^3

Expanded Form

5x5x5

Note booking: (ELA: Writing) The students will place their handouts in their math vocabulary notebooks. This allows the students to refer back to the lesson for future reviewing.

Standard Form

125

Pose the Problem (Turn and Talk) (NCTM 1,2,3): (EEDA) After the slide show the students will complete a short during assessment with their neighbor. The students will answer the Pose the Problem which will be presented on the Smart board. The students will turn and discuss their answer and reasoning with their neighbor. The student can perform their work on a scratch piece of paper to be turned in. This will determine the students understanding from the power point presented. Pose the Problem: “Suppose 4 is multiplied by itself 5 times. How could you record this calculation? Is there more than one way? Explain.” Individual Work (NCTM 1,2,5): The students will complete a series of problems to determine their understanding of exponents. The students will complete this individually. At this time I will continue to monitor the students to assist and keep students on task. The students will be required to complete ten of the problems from the Common Core textbook from section 3.4.

Card Game Activity (NCTM 1,2,3,4,5): The students will complete a game with a partner to practice exponents. The students will be handed a deck of cards, the Kings, Queens, Jacks, and Aces will be taken out of the deck of cards for this activity. The students will flip the first card over which will be the base number; the students will then flip another card over which will be there exponent. The students will write the base and exponent as well as the expanded form on their individual handout. This will provide more practice with exponents and determining the base and the exponent numbers. The winner with the most winning rounds will win the game.

EXPONENTS GAME:

Players needed: 2-4. With your partner, lay the deck of cards on the desk. Take turns with your partner. The first partner will flip the first card over and lay it on the desk. The first number will be your base number. Flip one more card over and lay it to the top right of your first card. The second card will Exponential Notation Expanded Form WIN/LOSE be your exponent. On your handout write the exponential notation and then the expanded form of your cards dealt. The second partner will then repeat the same procedures. The person with the LONGEST expanded form wins the round! Whoever wins the most rounds wins the game! GOOD LUCK

9²

9x9

LOSE

Early Finishers: If the students complete the game before class is over the students will be given the option again of playing the game again or to complete more book work from section 3.4. The students can play their second game on the back of the card game activity. Space on the back of the page will be provided for additional games.

Activity Analysis:

The exponent’s card game will provide the students with an engaging activity to help continue to practice exponents. The students will be able to talk and discuss how to place numbers in exponential form using a deck of cards. This provides hands on activity for the students as well as allow for discussion with peers.

References:

Charles, R. I., & Education, I. (2012). EnVisionMath common core. Glenview, Ill.: Pearson Education.

Lesson Six:

Closing Lesson

(Summative Assessment)

Test Review and Test Day

**Multiplication Review Day & Test Day
**

Teacher Candidate: Hannah Goeckner Lesson # __6____ th Subject/Grade: Math 5 Grade Date and Time of Lesson: Monday th 8:10 AM Learning Objective: The students will be able to apply the distributive property as well as multiply greater numbers.

Alignment with Standards:

CC.5.NBT.2: Explain patterns in the numbers of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. CC.5.NBT.5 Multiply a whole number up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculations by using equations, rectangular arrays, and/or area models. CC.5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

**Developmental Appropriateness or Cross-curricular connections:
**

students need to show social development while conducting a class discussion and during the group work. The students will also use cognitive development to build new skills and concepts that benefit multiplication. Physical will be used during the hands on activity but it will be limited. Emotional development will show if the students are able to accept and provide feedback and suggestions to their peers and mentor.

**Assessment(s) of the Objectives:
**

Lesson Objective(s) Assessment(s) of the Objective(s) Use of Formative Assessment

The students will be able to apply the distributive property as well as multiply greater numbers.

The students will complete their review for the test which will be the following day.

The class will review their homework which covers part of the content that will be seen on their test. (Pre-assessment) The class will hold a discussion before beginning the test review. (During assessment) The students will complete their test review with a partner. (Post-assessment)

Accommodations:

The students with IEP’s will be provided with a calculator. Students with IEPS that require visual assistance will be given a n enlarge review sheet. The students who finish early will be given additional work to complete.

Materials:

Test Review Packet Pencil

**Procedures: Day One: Test Review
**

Transition: The students will transition into the class and gather materials needed for the day. The materials needed will be listed on the board for the students. When the last students enter the classroom the timer will be set for two minutes. Homework Review (NCTM 1,2,3,4,5): The class will begin with a homework check from the previous night. The class will continue to discuss the thought processes used to complete the homework. The homework is content that will be seen on their test. This will be a piece of review for the students. The students will be allowed to ask questions and if requested problems will be worked out on the board. Test Review (NCTM 1,2,3): The students will be able to work in their pre-assigned groups to complete the test review. The students will need to use prior knowledge to complete the packet. The review packet consists of one page front and back. The review covers multiplying greater numbers and distributive property. Monitoring the students:

As the students continue to work on the test review I will be monitoring the students. I will provide help to the students as well as ensuring the students remain on task. Homework (NCTM 1,2,5): The students will be required to complete an additional review sheet for homework. This will allow for more practice on the content.

**Day Two: Test Day
**

Transition: The students will transition into the class and gather materials needed for the day. The materials needed will be listed on the board for the students. When the last students enter the classroom the timer will be set for two minutes. Homework Review (NCTM 1,2,3,4,5): The class will begin with a quick ten minute homework review. The answers to the homework will be placed on the Smart board. The class will discuss one to two problems from each section. This will be completed in ten minutes to ensure the students have enough time to complete their test.

Modeling Expectations: The students will be handed their red folders which will prevent from students glancing at other student’s papers. The expectations of what need to be done after the test will be modeled. After modeling the students be asked questions to ensure everyone hears and understands what is expected. The instructions will also be placed on the whiteboard for the students to refer back. 1. Place test in yellow basket. 2. Place red folders into the green basket. 3. Pick up a worksheet from the stool. 4. Complete the worksheet. 5. If you complete the worksheet before class is over you may read or you may work on homework for another class Testing (NCTM 1,2,4,5): While the students are testing I will continue to monitor the students. I will not be able to assist the students during their test but will be able to read directions aloud to the students. The will ensure no students is looking at another students papers, talking, or distributing the class. Early Finishers: Students who complete their test before the class is over will be given a worksheet to complete. This will provide additional practice on the content covered on the test.

Activity Analysis:

The test review will allow students to discuss the content with peers. Working in pairs will allow the students to discuss the processes as well as make the review more engaging. Resources: Charles, R. I., & Education, I. (2012). EnVisionMath common core. Glenview, Ill.: Pearson Education.

**Additional Lesson Plans ELA Lesson Plan:
**

“Because of Winn Dixie” Sketch and Stretch

**Sketch and Stretch
**

Teacher Candidate: Hannah Goeckner Lesson # __4____ Subject/Grade: ELA 5th Grade Date and Time of Lesson: Wednesday November 13th 8:00 AM Learning Objective:

The students’ will listen as part of the text “Because of Winn Dixie” is read aloud. The students will gain and understanding of a pathological fear.

**Alignment with Standards:
**

Common Core ELA Standard CCELA: 5-1.7 Create responses to literary text through a variety of methods such as writing creative dramatics and visual and performing arts.

**Developmental Appropriateness or Cross-curricular connections:
**

The students need to show social development while discussing their sketch to sketch in the groups as well as when students conducting group readings. The students will also use cognitive development when listening to the passage as well as when reading and to develop their own opinions or their fears. Physical developments will be limited during the activity. Emotional development will show if the students are able to accept and give feedback to peers during group presentations.

**Assessment(s) of the Objectives:
**

Lesson Objective(s) Assessment(s) of the Objective(s) The students will complete a “Sketch to Stretch” after listening to chapter 11 of “Because of Winn Dixie.” The students will be asked to define what their pathological fear is and one incident where they have faced that fear. Use of Formative Assessment There class will hold a short discussion on what a pathological fear is. (Pre-Assessment) The students will be asked questions during the reading to ensure the

The students will gain and understanding of a pathological fear.

students are listening and following along with the text. (During-Assessment) The students will complete and present their “Sketch to Stretch.” (Post-Assessment)

Accommodations:

When listening to students read during guided reading or independent reading, if the student makes a miscue which interferes with comprehension, I will ask questions such as: · Does that make sense? (semantic cues) What would make sense based on what has happened so far in the story? · Does that sound right? (syntactic cues) OR Which sounds better ____ or _____? (syntactic cues) · If this word was _____ (word the child said) what sound would come at the beginning? (grapho-phonemic cues) OR This word starts with ___, what word can you think of that starts with ____ and would make sense in the sentence? · Then, have the student reread the sentence to cross-check to make sure it makes sense, sounds right, and looks right. If students enjoyed this text, they may also enjoy __________. If students are having difficulty with _____(whatever they were teaching that day) based on the assessment that I gave, I will ______________.

Materials:

Text Book: “Because of Winn Dixie” Sketch to Stretch Activity Sheet

Procedures:

Introduction:

(Attention Grabber) “I have a three year old dog named Cooper, who I spend a large amount of time with. Well every time I grab the broom to sweep the floor he runs away and hides in a corner. Cooper will shake uncontrollably until I am completely done sweeping and walk over to the corner where he is hiding and start petting him. He has always been terrified of the broom and I cannot figure out why. For three years now Cooper has done the same thing, Cooper has a pathological fear of brooms. I want everyone to keep pathological fear in their minds as I read aloud chapter eleven from “Because of Winn Dixie.”

Read Aloud:

(Listening, Viewing, & Thinking) Chapter eleven from “Because of Winn Dixie” will be read aloud to the students. Chapter eleven consists of pages 72 through page 78. During the reading the students will be asked questions to ensure the students are following along. Asking questions also allow the students to retain the information just read.

Page 73: “What do you think Winn Dixie is doing?” Page 74: “Do you think the preacher is going to be mad?” Page 75: “What is Winn Dixie’s pathological fear?” Page 78: “Do you think the preacher is going to get rid of Winn Dixie?”

Discussion:

(Speaking, Listening, and Thinking) The class will conduct a short discussion on what a pathological fear is and what Winn Dixie’s pathological fear is. The students will be asked what some of their pathological fears consist of.

**Sketch and Stretch:
**

The students will complete the sketch and stretch activity independently to define their own pathological fear. The sketch and stretch allows the students to stretch the content from the text into their own life experiences. The students will also write about a one time they have faced their pathological fear, this could be a dream or something they believe will happen one day. Some students may not have encountered their fear, the student may write a sentence of something they do not want to encounter because of their fear.

**Model the Sketch and Stretch:
**

(Thinking, Viewing, Listening) The sketch and stretch will be modeled for the students on the Smart board. This allows the students to understand how to complete the activity individually. The pathological fear will be written first, an incident that occurred because of my pathological fear. Example: Sketch to Stretch

My Pathological Fear is:

__________________Cockroaches________________

One Time…_I was staying over at a friend’s house and I saw a cockroach crawl up the wall beside the couch, I was so scared I did not sleep at all that night because I was scared it was going to crawl on me, or worse in my mouth!

Draw a Picture:

*Picture of cockroaches and me lying in bed with WIDE open eyes!*

**Finish Sketch to Stretch Activity:
**

(Writing, Thinking, Viewing, & Speaking) The students will complete the sketch to stretch activity. The students will be given ten minutes to complete the activity, which will be hung outside the classroom for peers to observe. After completing the sketch and stretch the students will discuss their work among their group members. This allows for the students to compare and discuss pathological fears. If available time the students will be allowed to come to the front of the class to share their pathological fears and pictures drawn.

**Individual/Group Reading: (Reading, Viewing, Thinking, and possibly Listening)
**

After completing the sketch to stretch from chapter eleven the students will be assigned chapter twelve to read either individually or within a group. Providing the students with an option allows the students to fully understand the text, either without any distractions or through group discussion.

Activity Analysis:

The sketch and stretch completed allows the students to connect to the text “Because of Winn Dixie.” The students will gain and understanding of what a pathological fear is from the text and will be able to relate to the text by presenting their own pathological fear. The activity consists of writing and drawing to share their fears. The activity will be done individually but can be presented in groups or to the whole class.

References:

“Because of Winn Dixie” Sketch to Stretch (Teacher Made)

Sketch to Stretch

My Pathological Fear is:

_______________________________________________

One Time…__________________________________________

**__________________________________________________ __________________________________________________ __________________________________________________
**

Draw a Picture:

**Science Lesson Plan
**

Terrestrial Ecosystems

Teacher Candidate: Hannah Goeckner Lesson # __4____ Subject/Grade: Science 5th Grade Date and Time of Lesson: Wednesday October 9th 8:10 AM Learning Objective:

Students will classify and define the Terrestrial Ecosystem included its weather, rainfall, soil, and sunlight. The students will create ideas and opinions of Forests and Grasslands.

**Alignment with Standards:
**

Ecosystems: Terrestrial and Aquatic

Standard 5-2: The student will demonstrate an understanding of relationships among biotic and abiotic factors within terrestrial and aquatic ecosystems. (Life Science) Indicator: 5-2.3 Compare the characteristics of different ecosystems (including estuaries/salt marshes, oceans, lakes and ponds, forests, and grasslands).

**EEDA Standard(s) Discuss jobs tied into Terrestrial Ecosystems. Developmental Appropriateness or Cross-curricular connections:
**

The students will complete a series of activities while using appropriate age and grade level materail. The students need to show social development while discussing during class and individual discussion. The students will also use cognitive development when classifying the different Terrestrial Ecosystems and their characteristics. Physical developments will be limited during the activity. Emotional development will show if the students are able to accept and provide feedback and suggestions to their peers.

**Assessment(s) of the Objectives:
**

Lesson Objective(s) Assessment(s) of the Objective(s) Use of Formative Assessment

Students will classify and define the Terrestrial Ecosystem included its weather, rainfall, soil, and sunlight.

The students will define and discuss each Terrestrial Ecosystem while investigating clue in a “WHERE AM I?” activity. The students will complete the activity filling out a table describing both Ecosystems.

The students will be preassessed during a group discussion and activity to determine different Terrestrial Ecosystems. (Pre-Assessment) The students will conduct a class discussion of the different characters of both forests and grasslands. (Duringassessment)

The students will create ideas and opinions of Forests and Grasslands.

The students will create a drawing of Terrestrial Ecosystems, forests and grasslands in their notebooks.

The students will complete a post-assessment to determine their knowledge from the lesson. The students will complete a four question, non graded assessment. (Post-assessment)

Accommodations:

The lesson accommodates well with different learning styles, visualizes, auditory, creative, and early finishers. The lesson incorporates a Power point discussing the Terrestrial Ecosystem which accommodates to visually and auditory learners. The lesson also allows for creative minds to use their imagination to determine the Ecosystem in the activity “Where am I?” Students who complete work early will be given an alternate assignment to draw each Terrestrial Ecosystem in their notebooks. The lesson and activity allows for the students to refer back to the content in the future, it not only describes the different Terrestrial Ecosystems but also their characteristics.

Materials:

PowerPoint Students Science Notebooks Table cut out- p51 in Workbook Pre-Assessment

Procedures:

Getting Started

The students will transition into the classroom and begin by looking at the board to determine what supplies they need for the day. The students will begin by having nothing on their desk but their workbooks. The students will turn to page 10.

Terrestrial Ecosystem PowerPoint The PowerPoint describes the different types of Terrestrial Ecosystems and their characteristics. The Power Point holds room for discussion, an activity, and directions. Slide One: Title, Ecosystems (The students will not be shown this, only for my benefit). Slide Two: Tell students what they need to have in their desk for the class and what they need to have out at that moment. Slide Three: The class holds a discussion to determine prior knowledge of Ecosystems before showing the slide. The slide will be shown after the discussion to clarify information. The students will be asked: What Ecosystems are made of? Who knows a type of Ecosystem? How do we categorize Ecosystems?

WHERE AM I?

Slide Four: The slide informs the students what they need to do while completing the activity. The directions are stated and will be read aloud before continuing. Slide Five : The Where am I activity allows the students to create ideas and images s in their head to best describe the different types of Ecosystems. The students will be given clue to determine where I am located. The clues consist of weather, animal life, ground conditions, and sunlight. The students will write down as many answers as need to determine where I am located. Slide six will describe the Grasslands. Slide Six: Slide six will continue the Where am I activity. The slide will describe the Forests. The students will be asked to share their answers to determine who well the students did during the Where am I? Slide Seven: Slide seven distinguishes the two types of Terrestrial Ecosystems and clarifies the clues in the Where am I activity. Slide Eight: Slide eight distinguishes the different types of Forests. The students will be asked before showing the slide If they know of any types of Forests. The slide will define the three types of Forests. Slide Nine: The Deciduous Forests are discussed in the slide. The students should be listening and answering questions when called upon. Slide Ten: The slide shows an image of Deciduous Forests. Slide Eleven: The Coniferous Forests are discussed in slide eleven. The students will need to pay attention and follow along answer questions about the information. Side Twelve: The slide shows an image of Coniferous Forest. Slide Thirteen: The slide covers details of the Rain Forests. The students will be called upon to answer questions on the material to ensure they are staying on task. Slide Fourteen: The slide holds an image of Rain Forests. Slide Fifteen: The Grasslands and its characteristics are discussed on the slide. The slide discussed it climate, soil levels,, sunlight, and rainfall. Slide Sixteen: The slide shows an image of the Grasslands. Slide Seventeen: The students will complete a table that on a worksheet that is represented on slide 17.

Labeling Table

The students will label a table that describes both Terrestrial Ecosystems. The students will complete this as a class, different students will be called upon to determine their knowledge of the material covered.

Terrestrial Ecosystems Forests Amount of Rain Soil Weather Sunlight Grasslands

Terrestrial Ecosystems Forests Grasslands

Amount of Rain Soil Weather Sunlight

Lots of Rain Poor to good Soil Cold to Hot Shady

Medium Rain Fertile Soil Cold to Hot Direct Sunlight

Post Assessment

After completing the table and the discussion the students will complete a five question post assessment. This will show their knowledge from the lesson just taught. The students will be asked questions about the Ecosystem and characteristics of the Ecosystem.

Early Finishers

Students who finish the Post-assessment before class is over the students will draw a picture of both a forests and grassland in their notebooks. This allows students to complete their post assessment without any distractions.

Activity Analysis:

The students will complete a Where am I activity. The activity will describe characteristics of the Terrestrial Ecosystem. The activity allows the students to become engaged in the material while learning descriptive clues of the different Terrestrial Ecosystems. The activity will be completed on the Smartboard using a PowerPoint. The students will also complete a table in which defines the types of Terrestrial Ecosystems and their characteristics. The students will complete this to be placed into their notebooks and to refer back to later. The activity allows for class discussion as well as crystallizing the material covered.

Ecosystems

Terrestrial Ecosystems Aquatic Ecosystem Oceans Estuaries Lakes and Ponds

Characteristics

Amount of Rain Soil Weather Sunlight

Forests

Grasslands

1.

2.

3.

4.

5.

Both Forests and grasslands are a) Aquatic ecosystem b) Terrestrial ecosystem c) Mostly made up of trees d) Always in cold places. An ecosystem contains ferns, rabbits, and many trees. Which BEST describes this ecosystem? a) Aquatic ecosystem b) Grassland ecosystem c) Lake ecosystem d) Forest ecosystem An ecosystem contains fertile soil, tall grass, flat lands, and rolling hills. Which BEST describes this ecosystem? e) Aquatic ecosystem f) Grassland ecosystem g) Lake ecosystem h) Forest ecosystem Plenty of rainfall and limited sunlight refers to which ecosystem. a) Aquatic ecosystem b) Grassland ecosystem c) Lake ecosystem d) Forest ecosystem Which ecosystem is best for humans? Give reasons for your choice. (Your answer must be at least two full sentences to gain full credit.) ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________

**Social Studies Lesson Plan
**

SSCA Act Integrated

Morse Code

Morse Code

Teacher Candidate: Hannah Goeckner Subject/Grade: Social Studies 5th Grade 26th 8:00 AM Learning Objective:

The students’ will recall, and classify information pertaining Samuel Morse, the telegraph, and Morse code. The students’ will also develop a new way of viewing communications focusing on the transition from tele graphs, telephones, and electronic messages.

Lesson # __1____ Date and Time of Lesson: Thursday September

**Alignment with Standards:
**

South Carolina State Standards: Social Studies Standard 5-3: The student will demonstrate an understanding of major domestic and foreign developments that contributed to the United States’ becoming a world power. Indicator 5-3.1: Explain how the Industrial Revolution was furthered by new inventions and technologies, including new methods of mass production and transportation and the invention of the light bulb, the telegraph, and the telephone. 5-3.2: Identify prominent inventors and scientists of the period and summarize their inventions or discoveries, including Thomas Edison, Alexander Graham Bell, the Wright Brothers, and Albert Einstein .

SSCA Standard SECTION 1. This act may be cited as the "Safe Access to Vital Epinephrine Act". The students will review cyber bullying and how it is still classified as bullying.

**Developmental Appropriateness or Cross-curricular connections:
**

The students will complete a series of activities while using appropriate age and grade level tools. The students need to show social development while discussing during talk and turn. The students will also use cognitive development when reading the passage followed by answering questions as well as translating words using Morse code. Physical developments will be limited during the activity. Emotional development will show if the students are able to accept and give feedback and suggestions to their peers.

**Assessment(s) of the Objectives:
**

Lesson Objective(s) The students will recall, and classify information pertaining to Samuel Morse, the telegraph, and Morse code. Assessment(s) of the Objective(s) The students will read a Samuel Morse passage individually followed by completing a series of questions. The passage shows whether the students can answer questions referring to the passage and videos. The students will complete a decoding worksheet and then place the key into their notebook. The students will also decode their first and last name on the bottom of the page. Use of Formative Assessment The students will be preassessed through a class discussion to determine prior knowledge. The students’ conduct a talk and turn, and class discussion pertaining to Samuel Morse.

The students will also develop a new way of viewing communications geared towards telegraphs, telephones, and electronic messages

The students note book continues to keep the students on task and developed an idea of how to translate more code.

Accommodations:

The lesson accommodates well with all learning styles, manipulation, visualizes, auditory as well as early finishers. The lesson includes multiple ways of using the content, which prevents the students from losing interest. The lesson also holds an introduction the students can relate to. The lesson accommodates to students visually learners and auditory learners by incorporating two videos. Kinesics learners also have a chance to decode and translate words using Morse code. Students who complete the Samuel Morse worksheet early will then begin working on the Morse code activity and then continue to note booking.

Materials:

PowerPoint Video #1 http://video.about.com/inventors/Profile-of-Samuel-Morse.htm Video #2 http://www.teachertube.com/viewVideo.php?video_id=136345 Worksheet #1 Samuel B Morse Worksheet #2 Morse Code Activity Student’s Social Studies Notebook

Procedures:

Getting Started (1 Minute): The students will transition into the classroom and will begin by taking out their social studies notebook and a pencil. The directions will be located on the Smart board for the students to refer back to. “You need to have out your social studies notebook and a pencil. What you need to have out is

also placed on the Smartboard.” Students responds with “what do we need?” “You may refer back to the Smartboard to find out what you need to have out.” (Slide 1) Pre-Assessment (2 Minutes) : “Does anyone know what a telegraph is?” Student Response- allowing one to two students response. Can anyone tell me what who invented the telegraph?” Student Response- allowing one to two students respond. “Can anyone tell me who Samuel Morse is?” Student Response- allowing one to two students respond. “We are going to discuss what Morse code and the telegraph are as well as who invented it.” (Slide 2) Real Life Situation (3-5 Minutes) Refer to PowerPoint “How do most people communicate current day?” Student response “Most people communicate with through text messaging. Text messaging takes only seconds to transfer a message from ones phone to another. (Slide 3) “Majority of people use a cell phone, which allows us to call our friends and family.” (Slide 4) “While a large amount of people are avoiding house phones because of cell phones they are yet another way to communicate with people.” (Slide 5) “Before you could take your cell phone or house phone into your bedroom to call your friend you had to call them from a stationary phone, such as the wall phone. Phones were not always available to carry around with us from place to place.” (Slide 6) “Before telephones became popular in homes the first telephone was invented by Alexander Belle.” (Slide 7) “Before any telephone was available how did we transfer messages to one another?” Student response – (Pony Express) “There were many ways of transporting mail but it took longer than a text message or phone call would take. It could take days if not weeks to deliver messages to different parts of the country or across seas.”

Telegraph (2 Minutes) “The telegraph was invented by Samuel Morse. The telegraph system sends messages by operating a press switch. The switch sends a signal as well as sending an electric current through a wire which is located to a receiving machine. The code is represented using long and short pulses of electric current; each electric current represents a different letter. Hence the name of the code, Morse code.” (Slide 8)

Samuel Morse (3 Minutes) “Morse was not the original inventor of the telegraph, the first telegraph was produced in 1774, then two German engineers invented a version in 1833, Morse did not invent his version until 1844. Morse’s version was cheaper and a more efficient telegraph. It became the most known and used telegraph. Morse patented his work on the telegraph in 1844.” (Slide 10) “Now we are going to watch a video about Samuel Morse and the invention of the telegraph.” (Slide 9) Pausing the movie to stop and hold and continuing with discussion. (Slide 11) (Under 2 minutes) “Does anyone have anything they want to add to the video?” Student response. “Now I would like you to turn and talk to your neighbor about who Samuel Morse is and the invention of the telegraph.” Wait time (2 minutes) Morse Code Alphabet (3-5 Minutes) “Now let’s focus back to the Smartboard and look at the Alphabet in Morse code.” (Slide 12) “Take a look at how the letters are translated, the markings help determine how long or short the operator pressed the switch.” “Now we are going to listen to the sounds the letters make when sent through a telegraph.” Video. (Slide 13) Samuel Morse Reading and Questions & Morse Code Activity (10-15 Minutes) “Everyone will have a chance to translate words but before we can begin the activity we need to complete a worksheet. I am passing out a worksheet that requires you to read the passage and then answer the following six questions.” “You have ten minutes to complete the worksheet. When you are finished you may come to the front and drop your paper into the basket, then pick up a Morse Code Activity and begin decoding the words using the key. When you have finished both the front and the back you then need to cut out the key and place it in your notebooks under new pages labeled Morse code. After placing the key into your notebook translate your first and last name on the bottom of the page. There are pictures of Samuel Morse and the Telegraph and if you have available time you may also glue to items in your notebook.” THIS MUST BE MODELED TO ENSURE THE STUDENTS UNDERSTAND COMPLETELY! “If you need forget what you are supposed to be doing you may refer to the Smartboard where the directions are located.” Allow students 10 to 15 minutes to complete the first worksheet. Continue to monitor the students as they continue to work through the assignments.

Note booking (Exit Slip): The students will place their work into their notebooks and will have to be approved by the teacher in order to complete the day’s work. The students will need to place the Morse code key into their notebook as well as translating their first and last name into their notebook. Activity Analysis:

The power point connects to the students through visualizes and discussion about a topic they know and understand very well, cell phones. The first video and activity completed will allow the students to gain information about Samuel Morse. The students will complete an activity which allows them to translate their name and other terms using Morse code.

References: Teacher tube is an excellent resource for teachers and students. Retrieved from: http://www.teachertube.com/viewVideo.php?video_id=136345 Retrieved from: http://www.teachertube.com/viewVideo.php?video_id=136345 Crayola (n.d.) http://www.crayola.com/free-coloring-pages/print/morse-code-messagecoloring-page/ Linda Owens. (2002). abcteach.com2002. Retrieved September 10,2013. http://aam.govst.edu/projects/jshileny/pdf_word/morsebiography.pdf

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