CANDIDATES

:

Kristi McGee & Phoebe Hobbs DATE: 12/10/07

EDUC 410 FINAL ASSIGNMENTS CHECKLIST Curriculum Integration & Cohesiveness
Please mark YES or NO to signify that you completed all of the assignments listed in the table below:

YES NO
X

INDICATOR
I have given my school colleagues (each person) a CD with the following documents:
_____ Character Education _____ Standards Paper _____ Horizontal Mapping _____ Science Charts _____ Language Arts Charts _____ Math Charts _____ Social Science Charts _____ Resource Documents _____ Final Checklist – Fine Arts, PE, Health _____ Final Checklist – Integration (collaboration / accommodations for diversity)

X

Each CD I have made has a label with
___ My name and my partner’s name ___ The grade level (s) ___ The name of my colleague so he/she will be able to identify the one he/she is to obtain. I have placed a CD consisting of ALL assignments in this course in the appropriate box in TE 102. The CD is in a “sleeve” protector and labeled with the “name of my partner and I, EDUC 410 and section number, Curriculum Project, Grade of Curriculum, and semester date.”

X

1.) Cite at least 5 examples of how you imparted your school’s mission throughout your curriculum.

DAY 1. 106
S

TOPIC

ACTIVITY
The teacher will purchase 6 identical plants. One will be fed with water. The other 5 will have polluted water with laundry detergent, salt, vinegar, motor oil, and bleach. Students will learn the effect that pollution in the environment has on plants. The teacher will prepare the students for the class field trip to watch a track event at the local high school. The students will watch the track event and notice how ordinal numbers are used for placing. The students will have the chance to see ribbons up close, which contain the words first, second, third, fourth, fifth, and sixth. The students will get into pairs and write a short poem. They will stand up and read it to the class. They will say what it is about and what the rhyming words are. The students will practice coming in and hanging up their coats and backpacks. They will go to the desk for the opening independent activity until calendar time begins. This requires self-control and cooperation The teacher will have a retired navy captain that has sailed on ships and submarines and explain what it is like to go from one place to another. The students will practice respect and self-control toward the captain.

2. 55

M

3. 40 4. 1 5. 104

LA SS SS

2.) Cite at least 5 examples of how you included lessons and activities planned in your Character Education Paper.

DAY 1.
20

TOPIC
LA

ACTIVITY
The students will look up the word in the dictionary and the class will discuss the words and their meanings. Students will discuss what to do if they hear someone say words they do not know in conversation. They will act politely and respectfully. The students will make their chart in their notebook and listen to the story. The students will listen and look and where the story takes place. The teacher will guide them in that sometimes readers can see the where the story takes place or they have to read the story. The students will use their ideas from Tuesday to create their own unique versions of a story from one that has already been read in class. The students will create, illustrate, and share their stories in groups. The students will be given geoboards and rubber bands to use in the activity. The students will use the rubber bands to create each number as the teacher calls them aloud. After the activity, the students will assist in putting the materials back in their proper places. The students will spread out, arms length, on the tarps. They will have cans of shaving cream to spray and spread out in their assigned areas. The students will write the number in the shaving cream, with their fingers that is associated with the question asked. There will be time allotted after the lesson for the students to change into their extra set of clothes.

2. 97

LA

3. 118 4. 19

LA M

5. 25

M

Cite at least 5 examples of use of technology.

DAY 1.
30 S S

TOPIC

ACTIVITY
The students will put on their headphones and go to the directed website. The students will explore the house and tool shed, identifying the simple machines along the way. Students will each compose their own pretend meal using the food pyramid thinking about vegetables and fruit. The students will watch a slide show of blossomed flowers on Smart board. The teacher will ask students to list all the edible plants the students can think of. The students will click on each letter, listen to its pronunciation, and identify the object. They will say each object displayed for that particular letter quietly. The student will write each letter as it appears on the screen. The students will type in their calculators numbers with eights in the ones place. The students will then enter numbers which have eights in the tens place. The students will mark where each number is on their number charts. The students will be told to acknowledge that the eights in the ones place are all in the same column and the eights in the tens place are all in the same row. The students will view pictures from Smartboard of different shelters built around the world. The class will discuss the characteristics of the shelters and why it is in that particular climate.

2. 107

3. 3 4. 45

LA M

5. 113

SS

3.) Cite at least 5 examples of collaboration with community resources.

DAY 1.
87

TOPIC
LA

ACTIVITY
The students will listen to the story on tape, matching the spoken words with the printed words. The students will listen to a nurse speak about routine check ups at the doctor’s office, poisons, and medications. The students will write and color

2. 93 3. 125 4. 6

LA LA S

5. 27

S

get-well cards for the students who get sick throughout the year. The teacher will have a veterinarian bring in a pet mouse. The speaker will talk about caring for a mouse. The class will write a song about a scientist on the board. The song will be read, and then sung by the class. The class will be attentive and will act accordingly when listening to the scientist. The teacher will introduce and explain sight. The teacher will introduce a service dog and a guest speaker, a trainer, to better help the children understand the value of sight and why people need to take good care of their eyes; by wearing protective lenses while in the sun and having yearly eye exams. The students will use their interview questions to “phone interview” an engineer or mechanic with parental supervision. After the interview is conducted, the students will write a summary of what they learned.

4.) Cite at least 5 examples of collaboration with families.

DAY 1. 155

TOPIC
LA

ACTIVITY
The students will read the story (drama) aloud. The students will write down a list of unsafe things to play with or near. The students will involve their parents by discussing what they should do in case of a fire at home (emergency exits, locations of fire extinguishers, and phone numbers). The teacher will ask the parents, ahead of time, to check for allergic reactions to shaving cream. The teacher will send a note home, in advance, asking for the students to bring an extra set of clothes to school with them. The teacher will set up tarps outside. The students will complete the test of eight questions with the last question as a bonus, as it deals with the balance scale, which will be touched on next week. The teacher will ask students (and send a note home to parents) to bring their favorite stuffed animal to class on Monday. The teacher will send home a Make a Family Tree Mobile sheet for students to take home and collaborate with their family about their family history. The teacher sent a note home to parents and their relatives to invite them to come to class and share what it was like to come from another country to become an American citizen. This will help students understand what citizenship is and why America is respected and honored.

2. 25

M

3. 120

M

4. 3 5. 52/54

SS SS

5.) Cite at least 5 examples of collaboration with colleagues.

DAY 1.
110 S S

TOPIC

ACTIVITY
The teacher will have already spoken with the school to get permission to plant a tree in the schoolyard. The students will break up into groups. The groups will make up a dance movement for each simple machine. The group will let the class know what movement represents each machine. The group will dance a combination of movements in front of the class. The class audience will guess which compound machine was made in the dance. The teacher will collaborate with a colleague prior to class for permission to use their classroom aquarium. The teacher will lead the discussion about the book. The teacher will show that nonfiction books contain useful facts. The teacher will

2. 28

3. 173 4. 133

LA LA

5. 12

SS

have coordinated with a fifth grade teacher to have his/her class work with the first graders on this assignment. The teacher will join with the another first grade teacher to produce a play involving Christopher Columbus and his voyage to America.**

6.) Cite at least 5 examples of use of assessment (various types).

DAY 1. 35

TOPIC
LA

ACTIVITY
The students will put their squares in a tub for the keeper. Each student will be given a card with a word on it. The students will take the card and ask for those letters. Students take turns being the alphabet keeper, who writes down the letters taken. The students will retell the story using their charts as help. Students will pair off and will evaluate each other as they say the numbers 0-60 aloud. The partner will listen for any numbers skipped over and politely correct their partner. The pairs will switch once the first student has stated all the numbers 0-60. If assistance is needed, students can look at the class number line for help. The students will work in groups to make up word problems based around a particular topic. The word problems will be played on index cards with the problem written out in numerical form with the answers on the back of the cards. The word problems will be transformed into board games. The students will complete the worksheet identifying the coins and their amounts as a formative assessment. The students will play the Jeopardy game, adding the quarter.

2. 100 3. 7

LA M

4. 88

M

5. 98

M

7.) Cite at least 5 examples of use of literacy, problem solving, etc.

DAY 1. 106 2. 16
S

TOPIC

ACTIVITY
The students will write in their NB a prediction of what will happen to each plant. For three weeks they will record observations and measure height of plants and in math class will graph their results. The students will brainstorm all the people they come into contact with. There will be a class discussion about how they interact with different people and what is appropriate. They discuss if their behavior or how they speak would change in different places around the world. For example, bowing your head or talking quietly. The groups of students will make up centers, which will consist of the 12 wolves, 23 pythons, 45 pirates, 54 penguins, 70 bats, 88 ghosts, and 97 tigers. Each group will be assigned a set of animals to research. From the information obtained and the resources given, the students will prepare their centers in preparation of Day 13. The students will each create a set of five problems dealing with ordinal numbers, for each other to solve. The teacher will review the problems, before the rest of the class attempts the problems. The students will use their problem solving skills to describe how to get across the river they come to on a pretend journey across the country. They learn about many different types of transportation in this exercise.

LA

3. 12

M

4. 59 5. 13

M SS

9.) Cite at least 10 examples of how you have used integration your curriculum. (eg. If you are studying about Native Americans on Day 27 in social studies, are you also reading a novel in reading group on Day 27 that would reinforce learning about Native Americans? Are you doing an art project that relates to Native Americans? Etc.)

DAY 1.
17

TOPIC
LA

ACTIVITY
The students will watch and listen to the first 45 seconds of his speech [Martin Luther King Jr.]. After their response is done, the class will discuss his tone of voice, facial expressions, and the crowd’s response. In groups of three students will discuss dreams they have. The students will identify who has rhyming words. They will each write the words in their notebook. The students will practice reading their lines in order. Each group will be given a craft to work on together. The crafts in order will be: Pilgrim, shape of North America, wagon, telephone and light, money, and an astronaut. The students will read the story aloud and will write down any traditions that occurred in the story, which they do not witness at home. The students will brainstorm (on the board) other traditions, which might occur in other cultures. The students will be groped together and will come up with a drama to represent one of the brainstormed ideas. The students will read the story focusing on clues in the sentences and from the pictures. The class will research information about a horse and will write and illustrate a new story titled Are you a Horse? The students will list the presidents in order from the first to the forty-third president. The class will listen to the President’s Rap while trying to list all the presidents in order. The students will learn that different cultures used to make tally marks into clay or wood to represent numbers. In this activity, the British government from the 1780s will be mentioned. They will share their marks with students around them. The students will write and illustrate a story using pulleys and levers. They will share their stories with a partner who will make sure they used the simple machine correctly. The students will integrate social studies with math during calendar time. Students will study the number of months Columbus was on his journey The students will cast their votes in a ballot box for three weeks to represent how Americans vote for Presidents. Math will be integrated by adding the number of votes and give the winner for the questions The students will, while studying cultures, write their favorite food items on the menu and give a price. Students will add the prices of their food on the menu and write the total on the bottom of the right side of the menu.

2.

37

LA

3.

90

LA

4. 5. 6. 7. 8. 9. 10 .

120 60 155 17 12 31 24

LA M M S SS SS SS

10.) Cite at least 10 examples providing evidence that you have incorporated instructional strategies that provide creative, multi-sensory, hands-on approaches to learning throughout your curriculum.

DAY 1. 2.
29 46 S S

TOPIC

ACTIVITY
The students will walk around the classroom, combining simple machines in order to create compound machines. Once the students create their compound machines, they will draw a replica on paper and write how the machine works. The students will be paired up in order to conduct an experiment. The pairs will have a cotton ball and a wooden block. The students will write a hypothesis about which object will move the easiest and the furthest when blown upon. The

3.

57

S

4. 5. 6.

60 3 19

S M M

7.

48

M

8.

11

LA

9.

53

LA

10 .

81-85

SS

students will conduct the experiment and record the results, seeing if the results correlated with their hypothesis. The students will repeat the experiment. The students will all obtain two balloons, one inflated, the other deflated. The students will examine forces upon an object. The students will bend, stretch, squish, and stretch the balloons, watching the effects the forces have upon the balloons. The students will play tug-of-war in order to demonstrate balanced and unbalanced forces. The students will each have base ten blocks to review the numbers 21-30. The students will use ones and tens from base ten blocks to organize into groups as numbers are written on the board. The students will be given geoboards and rubber bands to use in the activity. The students will use the rubber bands to create each number as the teacher calls them aloud. After the activity, the students will assist in putting the materials back in their proper places. The students will have brought in a cardboard box and playing pieces to create their own board games using proximity words. The students will have the opportunity to write directly on their boards or to make playing cards. The students will use spinners or dice. The students will be given time for creativity and thought. The board games will be packaged and sent home to be finished. The students will be given Alphabet blocks and as the teacher says the sound to each word, they will put the letters on their table spread out. As they blend each sound (/nnnoooottttt/) they will put the letters next to each other and write the words in their NB. The students will spin to find out how many caps they get to take from their pile: one two or three. They will pull that many hats out of the pile and sound out the word. If one student misses the word, they cannot stack their cards and their partner can help. The teacher will explain that this week there will be a project on making a map of the school and the community using three-dimensional objects, such as empty milk cartons and shoeboxes. They will go outside, observe, record, and come in to discuss what they saw in the school community.

11.) Cite at least 10 examples providing evidence that you have incorporated accommodations / differentiation of instruction for diversity / exceptionalities throughout your curriculum.

DAY 1. 2. 3. 4. 5. 6. 7.
176 44 55 65 49 53 80 S

TOPIC
LA LA LA M M M

ACTIVITY
Students that are learning English as a Second Language can draw pictures of the resources and their uses and put those on the wall. Students that have attention/behavior problems will have color-coded folders to sort the words so they can look at one word family at a time. Students can go to the computer lab and listen to words being pronounced and play games helping them recognize blends. Students with any learning disability will be given a specific outline of the material with highlighted words or sections that are important. For students needing visual perception modifications, the words will be read aloud from the board. For students who need emotional support, the teacher will write happy grams (encouraging notes) for good efforts. Gifted students can make up their own problems dealing with fractions and turn

8. 9. 10 .

142 53 143

M SS SS

them in to be checked. Students who are intrapersonal will draw different categories of objects and people that can be sorted. ESL students will bring in pictures of monuments from their country and will compare them to America’s monuments as way of relating patriotism from their country to America. Students with ODD will have an aid helping with activities and discussions.

On my honor, I (Kristi McGee & Phoebe Hobbs) have included accommodations for diverse learners / exceptionalities at least one time per week throughout the curriculum or a minimum of 36 times over the course of the school year.) On my honor, I (Kristi McGee & Phoebe Hobbs) have included accommodations for diverse learners / exceptionalities at least one time per week throughout the curriculum or a minimum of 36 times over the course of the school year.) On my honor, I (Kristi McGee & Phoebe Hobbs) feel that I have put forth my best effort to create a curriculum that is diverse in instruction and learning activities and will provide meaningful experiences for each and every WHOLE child in academic, emotional, physical, and spiritual ways. On my honor, I (Kristi McGee & Phoebe Hobbs) feel that I have put forth my best effort to create a curriculum that is diverse in instruction and learning activities and will provide meaningful experiences for each and every WHOLE child in academic, emotional, physical, and spiritual ways.

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