Katherine Aretos

Thematic Unit- Day one

Living and Non-living

Standards and objectives:

- K.1.1 Students will be able to distinguish between living and non-living things
found in a variety of locations.
Include Prerequisite Skills and Key Vocabulary with definitions
-Living: Any organism or living form that possesses or shows the characteristics
of life or being alive.
-Non-living: One that lacks or has stopped displaying the characteristics of life.
Logistics: Materials needed and seating arrangement
-Students will be sitting in their assigned spot on the carpet
-The book Living or Not Living. Concepts Science
-Living and non-living worksheet
- Haiku Deck Presentation about living and non-living things in a community
-White board and markers
Setup: Gain Attention and Statement of Behavior Expectations
-Eyes watching, ears listening, crisscross applesauce, hands in your lap!
Opening: (should be brief)
-Friends, this week we are going to be scientists and learn all about plants!
Today we are going to be learning about living and non-living things! (Ask the
students) How do we know if something is living? (Hold up your hands and tell
the students that we are thinking right now. Also tell the students that you will
only be calling on friends who are raising their hands. Take 4-6 responses from
the students.)
Instruction
-We have two new vocabulary words this week, and they are living and nonliving!
- Living things grow and change; Living things also need food, water and air to
live! Something is alive if it grows, breathes and eats. Flowers are plants, and
plants need sunlight, water and air to grow and change! Are we living things? I
am looking for friends who are raising their hands to answer the question!
What are some examples of living things? (Call on four to five students to
respond to the question)
-Our next vocabulary word is Non-living. Non-living things do not grow or
change! Non-living things do not need air, food and water! An example of a nonliving thing would be my pencil. Does my pencil eat food? (Class chorally
responds with no) Does my pencil breathe? (Class chorally responds with no)
Does my pencil grow or change? My pencil does change because when I sharpen
it the pencil gets smaller but it is not growing or changing on its own! The only
reason why the pencil is changing is because I am the one sharpening it! Lets

think, what would an example of a non-living thing be? (call on four to five
students)
-Read the book Living or Non-living to the students. Tell them to pay close
attention to the pages as you read the story. The goal is to have the students be
able to distinguish between living and non-living things in the community
Guided Practice
- Show the students the Haiku Deck Presentation. In the presentation there will
be different pictures of living and non-living things in an environment. Tell the
students that you would like them to stand up if the picture is living, and to
sit down if it is non-living. The first couple of pictures you will answer with the
students. After the third picture the students will need to respond on their own.
Check for Understanding: Provide the questions you will use.
The students will stand up if the picture being shown is living, if the
picture is non-living then the students will sit down.
Closing:
-Today we learning about living and non living things in a community. Living
things grow and change. They also need food, water and air to live! Non-living
things do not grow and change. They do not need food, water or air. For our
closing activity I am going to pass out paper. On the paper I would like you to
write A _____ is living In that blank I would like you to put an example of
something that is living. After that I would like you to write down A _____ is
non-living I would like you to write an example of a non-living thing. I will do
one as an example. A puppy is living. A puppy is living because it grows and
changes and needs food, air and water to live! A rock is non-living A rock is
non-living because it does not grow or change. When I ring the triangle I would
like you to walk quietly back to your desk!
Evaluation:
Observation
Oral student response
Student writings
.
Selected Interventions:
SPED Student- Student A will need someone to work with him on the worksheet.
During silent work time the teacher should go ask him of an example of a living
and a non-living thing and write down the examples. Have the student draw his
own pictures

Thematic Unit- Day two

Seeds
Standards and objectives:
- K.1.2 Students will be able to classify different seeds.
Include Prerequisite Skills and Key Vocabulary with definitions
-Living: Any organism or living form that possesses or shows the characteristics
of life or being alive.
-Non-living: One that lacks or has stopped displaying the characteristics of life.
-Seed: a small, and usually hard part of a plant from which a new plant grows!
Logistics:
-Students will sit in a circle on the carpet today
-Seeds from different plants (preparation ahead of time)
-small tub to pour the seeds into
-Small plastic cups and paper plates
-Story Planting a Rainbow
-Writing paper for the students

Setup:
-Count backwards from 5
-5..4..3..2..1 I should see all of my fellow scientists sitting crisscross applesauce
with their hands in their lap ready to learn! Today we are going to be sitting in a
different arrangement; I would like all of you to sit in circle on the carpet. I am
going to give you 30 seconds sit in a circle today.. ready..go!
Opening:
-Friends, yesterday I told you that we were going to be learning all about plants
during the next couple of weeks and we learned about living and non-living
things. Can you tell me what a living thing is? (Call on one student) Now can I
have a friend tell me an example of a non-living thing and what makes it nonliving? (Call on one student) Today we are going to be learning all about seeds
and a few ways we can classify them!
Instruction
-Give me a thumbs up if any of you have either seen a seed or held it in your
hand? What do we do with seeds?! (Call on one student) Yes! We plant seeds in
the ground! But, why do we do that? (Call on 1-2 students) We plant seeds in
the ground so new plants can grow!

-Our new vocabulary word today is Seed. A Seed is a small, and usually hard
part of a plant from which a new plant grows! The seed allows the plant to grow
more plants like itself. Lets review.. What is a seed? (A seed allows the plant to
grow more plants like it!) Now turn to your partner and tell them what a seed is.
- (Count backwards from 5 to gain their attention again) 5..4..3..2..1 Inside of the
seed there lives a baby plant. When you plant the seed and give it food, light
and water the tiny plant will EXPLODE out of the seed and it will begin to grow.
-Did you know that seeds can travel too? Seeds do not travel the same way that
we do, they do not get up and walk around. Seeds have parts that allow it to
move around! Some seeds are carried by the wind and animals may carry
around seeds on their fur.
-Seeds also come in all different shapes and sizes. Some seeds may be very big
and some may be tiny! Well, today we are going to look at different types of
seeds. I would like you to work with your elbow partner for this activity.
(Activity listed below in guided practice)
-Allow at least 15 minutes for the students to do the activity. Make
sure you circulate around the room to check for understand and to
make sure that the students are not putting anything in their mouth.
Friends, I am going to give you a couple more minutes to look at your seeds
then we are going to talk about our findings! (Give them two more minutes) Be
ready in 5..4..3..2..1 What were some observations we made when we looked at
our seeds? (Call on 2-3 students) How were some ways that you grouped your
seed? (Call on 3-4 students to explain how they grouped all of their seeds)
When you look at seeds you can group them in many different ways, you can
look at the texture of the seed, the shape of the seed or the color.
-Now I am going to read to you a story called Planting a rainbow. Before we
read the story, lets make a prediction. What do you think this story is going to
be about just by looking at the title? While reading the book it is important to
explain any important concept that is discussed about planting so the child can
understand what happens when you plant a seed in the ground.
Guided Practice
-I am going to give you and your partner a small cup filled with different types of
seeds and a paper plate. When you get your seeds I would like you to carefully
pour the seeds out on the paper plate. You and your partner will look at the
seeds. When you look at the seeds you will look at their color, shape, size and
the way that the seed feels. After you and your partner make observations I
would like you to group the seeds anyway you want! You can group them by
size, shape or color! You will have fifteen minutes to do this activity. I will be
walking around the room if you need help with anything. It is also VERY
important that you do not put the seeds in your mouth! It could be very
dangerous so if I see you messing around with the seeds or putting it in your
mouth I will have to take the seeds away.
Check for Understanding: Provide the questions you will use.
The students will tell their elbow partner about what a seed is.

 Closing:
-Today we learned all about seeds. We learned what a seed was, what happens
when you plant a seed in the ground and how we can group seeds based on
what they look like! There is a piece of paper sitting on your desk, during our
writing time I would like you to draw a picture of a seed and then write about
what you learned today! We usually write stories during our writing time so this
is a little different. Please write about what you learned about seeds. Now,
when I ring the triangle I would like you to quietly walk back to your desk to
start working! I will be walking around the room and checking over what you
have written!
Evaluation:
Observation- circulating around the room
Oral student response-having students respond to questions
Written response- The students will write about what they have learned
.
Selected Interventions:
SpEd- Make sure that student A does not put anything in his mouth since he
has a history of doing so. It is important to pair him up with someone that the
student feels comfortable working with. During writing time have student A
draw a picture of the seed and then have him tell you what he had learned. You
should be writing down what he is saying since this student does not write
story, he scribbles words down.
ELL- Pair student B with his friend that speaks Kurdish since he still does not yet
understand English yet.

Thematic Unit- Day Three

Plant parts

Standards and objectives:

- K.1.3 Students will be able to observe and identify the three basic parts of
green plants-roots, stems, and leaves
Include Prerequisite Skills and Key Vocabulary with definitions
-Living: Any organism or living form that possesses or shows the characteristics
of life or being alive.
-Non-living: One that lacks or has stopped displaying the characteristics of
life.
-Seed: a small, and usually hard part of a plant from which a new plant grows!
-Root: the part of a plant that attaches it to the ground or to a support,
typically underground, conveying water and nourishment to the rest of the plant
via numerous branches and fibers.
-Stem: the main body or stalk of a plant or shrub, typically rising above
ground.
-Leaf: a flattened structure of a higher plant, typically green and bladelike, that
is attached to a stem directly or via a stalk. Leaves are the main organs of
photosynthesis and transpiration.
-Nutrients: provides nourishment essential for growth and the maintenance of
life
Logistics: Materials needed and seating arrangement
-Students will be sitting in their assigned spots on the carpet
-Plant part worksheet
-Haiku deck presentation of Plants
-Cabbage plant
-Scissors
- A small bucket to put the cabbage plant in

 Setup: Gain Attention and Statement of Behavior Expectations

- Eyes watching, ears listening, crisscross applesauce hands in your lap! All of
my friends should be sitting calmly on the carpet with a bubble in their mouth.
Opening: (should be brief)
-Yesterday we discussed seeds. Can I have someone tell me in his or her own
words what we learned about? It is important that we understand what seeds
are because it will tie into our lesson today. I will be looking for silent hands to
call on! (Call on 2-3 kids) Today we will be learning about the different parts of
plants.
Instruction (Modeling)
-We know that we need to plant seeds in the ground in order for plants to grow.
When we plant that seeds in the ground we need to water them and give the
seed sunlight. The first thing that starts to grow from the seed are the roots.
Boys and girls can you say that word with me, roots. Now, the roots grow in
the ground. Roots help the plant stay in the ground. Roots also take nutrients
from the soil and turn it into food and they take in water from the ground. Now,
turn to your elbow partner tell them what roots are. (Allow 30 seconds for the
students to discuss)
-This brings us to another vocab word, Nutrients. Can you say that with me?
Nutrients. How many sounds are in that word? Very good! Nutrients provides
nourishment essential for growth and the maintenance of life. The roots take
nutrients from the soil to help make food for the plant. Lets review really quick,
where do the roots grow? (In the ground) very good! The next part of the plant
that we are going to learn about is the stem. Can you say that with me? Stem.
The Stem grows up from the roots. The stem holds the plant up and it carries
water from the roots to the rest of the plants. Turn to your elbow partner again
and tell them what the stem does. (Allow 30 seconds for the students to
discuss)
-The last part of the plant that we are going to learn about today is the leaves.
Can you say that with me? Leaves. The leaves absorb sunlight and help the
plant make the food it needs to live.
-THIS PART IS AFTER THE PRESENTATION Take out the plant and put it in a
little bucket. Tell the students they will now have the opportunity to look at a
real plant and observe the different parts they learned about today. Since all of
you behaved so well on the carpet today, I am going to let you look at a real
plant. (Hold the plant up, Explain the different parts of the plants again and
actually walk around and show the students. Show the students the roots, the
stem and the leaves)
Guided Practice
-Use the haiku deck presentation for this part of the lesson. The presentation
goes over the three parts of the plants that were discussed. It shows pictures of
each part and at the end it is a blank slide of a flower. Point to a part of the
plant and have the students tell you the name of it.
-Boys and girls, we are going to look at a few pictures of the plant parts that we

just learned about! This first picture is a picture of a plants roots. Can I have a
friend explain to me where you can find the roots and how they help the plant?
(Call on one student) The roots are found in the ground and they help keep the
plant there. Look at this next picture, what do you think it is? (Class chorally
responds) Thats right! This is the stem of the plant. Who wants to explain to
me what the stem does? (Call on one student) And our last picture, the leaves.
Look how big the leaves are in this picture!! Who can explain to me in their own
words what the leaves do? Now, when I point to a part on the plant, I would like
for you to tell me what that part is?
Check for Understanding: Provide the questions you will use.
-The students will be turning to their elbow partner and explaining in their own
words what the different plant parts are. During this time the teacher will be
walking around and listening to what they are saying to make sure they are not
getting the different parts confused.
Closing:
-Today we worked really hard in class! We had a lot of new vocabulary words.
Lets do a quick review of the words that we had learned today. Who wants to
explain what the roots of a plant are? (Call on one student) Excellent. The
other word we learned today was nutrients. I will review this word with you
because it is a big and tough word. Nutrients provide nourishment that living
things need to grow. Our next word was stem, who can explain to me what a
stem is? (Call on one student) Lastly, leaves. Can I have a friend tell me what
the leaves are?
-I am going to pass out a worksheet when you are sitting back at your desk. I
would like for you to label the plant and then to write a sentence or two about
each part. When you are done, color the flower! I am going to call your bugs
and when you hear your bug get called, please walk quietly over to your desk!
Evaluation:

Observation
Oral student response
Student writings

Selected Interventions:
SpEd- Student A will need help completing the worksheet and writing the two
sentences. It is important to work with him through it to make sure that he
understands the material that is learned. This lesson was heavy with
vocabulary terms so it is important to work one-on-one with the student.

Thematic Unit- Day Four

What plants need to survive

Standards and objectives:

- K1.4 Students will be able to describe what plants need to survive in various
conditions such as soil, water, and sunlight.
Include Prerequisite Skills and Key Vocabulary with definitions
-Living: Any organism or living form that possesses or shows the characteristics
of life or being alive.
-Non-living: One that lacks or has stopped displaying the characteristics of life.
-Seed: a small, and usually hard part of a plant from which a new plant grows!
-Root: the part of a plant that attaches it to the ground or to a support, typically
underground, conveying water and nourishment to the rest of the plant via
numerous branches and fibers.
-Stem: the main body or stalk of a plant or shrub, typically rising above ground.
-Leaf: a flattened structure of a higher plant, typically green and bladelike, that
is attached to a stem directly or via a stalk. Leaves are the main organs of
photosynthesis and transpiration.

-Nutrients: provides nourishment essential for growth and the maintenance of

life
-Understanding of what people and plants need to survive
Logistics: Materials needed and seating arrangement
-The students will sit in their assigned seat on the carpet.
-The book Grow plant, Grow!
- Access to internet to listen to a song about plants
https://www.youtube.com/watch?v=dUBIQ1fTRzI&feature=youtu.be
-Writing paper
Setup: Gain Attention and Statement of Behavior Expectations
-5..4..3..2..1 all of my friends should be sitting on the carpet with their hands in
their lap and a bubble in their mouth
Opening: (should be brief)
-Yesterday we learned about the different parts of the plants. I am looking for
three friends to explain to me the different parts that we learned about in class.
(Roots, Stem, Leaves) Today we are going to be learning about what plants need
to survive!
Instruction (Modeling)
-What do you need to help you grow big and strong? (Call on 3-4 students) What
do you think a dog would need to grow big and strong (call on 3-4 students)
Plants need some of the same things that we need! Can you tell me one thing
that a plant would need to grow?
-Lets think back to when we learned about seeds. When you plant a seed in the
ground what are some things that you need to do to it to help it start growing?
(call on 2 students) When you plant a seed you need to make sure that you
water it every day. You need to plant it in the ground because that allows the
plant to take nutrients from the dirt. Plants also need light and air to help them
grow!
-In order to live and grow plants need four things: air, water, nutrients and
sunlight. Can you repeat that with me? Air, water, nutrients and sunlight. Lets
listen to a song about what plants need to survive!
https://www.youtube.com/watch?v=dUBIQ1fTRzI&feature=youtu.be (listen to
the song 2 times) Turn to your partner and tell them 2 things that plants need to
survive!
-Plants need water in order to survive. The water helps the stem and leaves
grow. Plants need air to help make food. Plants need nutrients to help the plants
grow big. Lastly, Plants need sunlight to help make food.
-Read the story Grow plant, grow! Read the title to the class and have the
students make a prediction about what they think the story will be about.
During the story the little girl in the story feeds her plant people food. Pause and
ask the class if plants eat people food? Ask them if they think the plant will grow
big and strong if she keeps on feeding it people food! After you finish reading the

story ask the students what the girl was doing wrong in the beginning of the
story? What happened half way during the story?
Guided Practice
-I would like for you to write a story about some of the different plants that you
have seen around your home or maybe at school! Use descriptive words to
describe what the plant looks like!
Check for Understanding: Provide the questions you will use.
The students will tell their partner two things they learned about plants
and what they need to survive.
Closing:
-Today we learned about what plants need to survive. I am going to pass out
post it notes and pencils and I would like for you to write down one thing that
plants need to live. When you are done writing your answer then come up and
stick your post it note on the board and then go back to your desk and begin to
work on writing!
Evaluation:
Observation
Oral student response
Student writings
.
Selected Interventions:
-SpEd Work with student A on his story. Have him think about flowers that he
has seen at home and then have him draw a picture.

Thematic Unit- Day Five

Reproduction/ pollination

Standards and objectives:

- K.1.5 Students will be able to understand and explain that when a seed is
planted, it will produce only a plant of the same kind.
Include Prerequisite Skills and Key Vocabulary with definitions
-Living: Any organism or living form that possesses or shows the characteristics
of life or being alive.

-Non-living: One that lacks or has stopped displaying the characteristics of life.
-Seed: a small, and usually hard part of a plant from which a new plant grows!
-Root: the part of a plant that attaches it to the ground or to a support, typically
underground, conveying water and nourishment to the rest of the plant via
numerous branches and fibers.
-Stem: the main body or stalk of a plant or shrub, typically rising above ground.
-Leaf: a flattened structure of a higher plant, typically green and bladelike, that
is attached to a stem directly or via a stalk. Leaves are the main organs of
photosynthesis and transpiration.
-Nutrients: provides nourishment essential for growth and the maintenance of
life
-Understanding of what people and plants need to survive
-Pollination
Logistics: Materials needed and seating arrangement
-Students will be sitting in their assigned carpet spot
- Grass seed
-Soil
-Small flower pots
-Gloves
-Access to the internet to watch a video
-https://www.youtube.com/watch?v=EC__dRs8bYo
-Magic School Bus Episode 11 (Goes to Seed)

Setup: Gain Attention and Statement of Behavior Expectations

-Eyes watching, ears listening, crisscross applesauce hands in your lap! Boys
and girls today we have a very fun class ahead of us but you all need to be on
your best behavior!
Opening:
-This past week we have been learning all about plants and today we are actually
going to be able to plant something! Before we start todays lesson, lets review
really quickly what we learned last class. What four things do plants need to
survive? (class chorally responds) Today we are going to learn a little more about
seeds and pollination.
Instruction
- We have one new vocabulary word today and it is pollination. Can you say that
with me? Pollination. Very good! Pollination is when different parts of a flower
come together to make a seed. Turn to your neighbor and tell them what
pollination is.
-We are going to watch a video about seeds and pollination. It is important that
when we watch videos we keep our voices turned off and we stay seated! We
want all of our friends to be able to see and hear the video because it has a lot
of important information in it!
-https://www.youtube.com/watch?v=EC__dRs8bYo
-When we plant seeds in the ground they will grow the same plant of that kind.
Now, can I have someone tell me what they learned about pollination from the

video we had watched?

Guided Practice
-The students will be planting their own grass seed. As the students are planting
their own flower you will walk around the room and ask the students questions
relating to the information that was covered this week.
-Fellow scientists, you will all have the opportunity to plant your own grass seed.
I am going to pass out small pots at your desk along with a tiny cup filled with
grass seed and another cup filled with soil. I will we walking around helping
friends out and asking you questions about what you have learned this week!
Please be careful when you are planting because we do not want to spill any of
our grass seed or soil on the ground. It is also important to remember to put
gloves on before you start planting. I do not want your hands getting dirty!
Check for Understanding: Provide the questions you will use.
-The students will turn to their partner and discuss the new vocabulary word
Closing:
-This wraps up our unit about plants! We have learned a lot about plants, so I
would like you to write down two new things you learned on this sticky note and
then I would like for you to post it on the board and we will read some of the
information that you have written down!
Evaluation:
Observation
Oral student response
.
Selected Interventions:
-Help any student as they plant their grass seeds.

Lesson Reflections

In the first lesson that I had taught I had the students do a writing activity that related to what we had
learned in class. That day the students learned about living and non-living and at the end of the lesson I had
them write down an example of a living thing and why it would be considered living. I then had them write
down an example of a non-living thing and then state why it was non-living. This activity was very simple for
some students to do, but I did have four students who really struggled with the idea. They were able to
understand what a living thing was but they were unable to provide an example of something that was nonliving. After the lesson the students had playtime and as they were playing I heard some of the students saying,
oh this chair is non-living and it was cool seeing them apply the information that they had learned. If I were to
teach this lesson again I think I would provide more examples of non-living things and maybe explain it more in
depth. It was a difficult concept for young students to understand and I think I could have maybe taught my
lesson using words that they would understand. Overall, I thought the lesson went really well. I made my own
presentation and it was pictures of living and non-living things. When I was making the presentation I made
sure to use pictures of objects that they would see outside and objects they would see in the classroom. I
figured that if I used images that they always see they would always be able to make that connection to the
lesson that I taught them. When my CT teaches she usually sits in a chair the entire time and I have tried doing
that but it is not who I am. I am the type of person who needs to walk around when I teach because I get
nervous easily. Before I taught my lesson I was nervous to try it out and when I watched the video after I was
highly impressed with how well it went. I walked around as the students were watching the presentation I
created. I sounded so confident in myself as I taught my lesson. There have been times where I start to stutter
a little bit but I did not stutter at all! The objective of this lesson was to have the student to be able to distinguish
living from non-living things and different settings and in my lesson I had them do an activity where I showed
them a picture. I told them to stand up if it was living or to sit down if it was non-living. In the video I could
hear a lot of the students thinking out loud to themselves as I showed different pictures, proving they met the
objective. My lower performing students were also able to meet the objective. However, during the writing
activity I had one student who really struggled with the activity. I helped him out by explaining the differences
and then I gave him examples. The student used my examples that I gave him in his writing, which isnt exactly

what I wanted, but it was something.

The second lesson that I taught went so well and the students absolutely loved it! I taught them about the
different parts of the plants. At the end of my lesson I had the students complete a worksheet. I instructed them
to label the different parts of the plants that we had learned about in class, and then they were to write about
what that part does, and then they were to nicely color in the flower. As the students were working on their
worksheet I walked around the room and checked over their work to make sure they were correctly labeling the
plant and writing the correct information using the vocabulary words we had discussed in class. When I was
walking around the room I brought a plant with me, and I went up to every student and I showed them the
different parts and had them tell me the function. It was a neat hands on experience for the kids. They were
able to feel the roots and touch the stem along with the leaves. I learned that students really enjoy hands-on
experiences. It is important to make the lesson interesting so you can keep them engaged the entire time. I
think it would be cool if the students had their own plant to look at during this lesson. It would make the
information being learned more memorable since they would actually be using a plant rather than looking at
pictures of one. If I were to teach this lesson again I would maybe take the students outside so we could look at
various types of plants and their parts. In my video for this lesson I did notice that I had poor behavior
management skills. There were times that the students were really chatty and I looked like I had no idea what to
do. I kept looking over at my CT to help me out which is very unlike me! I still sounded extremely confident in
myself but I need to work on keeping kids under control and how to handle situations where they do not want to
listen to the teacher at all. All of my students were successful in meeting the objectives because I walked
around and looked at all of their worksheets. They all were able to tell me about the different parts of the plants
and what their function was. They also correctly labeled their worksheet! One of my lower performing students
had a hard time meeting the objective but my CT helped him out when I was working with other students.
Developing a unit was very difficult. I went into it thinking that writing my own lesson plans would not
take that long but it did take a long time. Developing a unit was a lot of tedious work, I wanted to make sure
that the information that I was teaching my students was correct so I really took my time researching
information about my topic. However, it did feel rewarding when I was able to successfully teach lessons from

a unit that I had written myself. I collected all of the work that the students did in class as evidence that
learning took place. I read over what they had submitted to me and everything that they wrote about was true.
Plants are vital to our living, they provide us with clean air and food and it is important for children to learn
about plants so they can understand that we need them in our lives! When I wrote my lesson plans I made sure
to put a lot of activities in their just in case some of the activities did not work out or they did not take much
time at all. It is better to plan for more than to not be prepared. If I were to teach this unit again I think I would
integrate more reading activities into the lesson. I really felt like I could have read more text about plants to the
students but I did not know what was available to me in the classroom. It is something that I need to research
more.