recursal/Fanatic-Fandom huggingface dataset:
Integer Song

## Created By

Jan O'Halloran

1/25/12

## Standards

MAFS.5.NBT.1: Understand the place value system

MU.5.S.1.2: Compose short vocal or instrumental pieces using a variety of sound sources

## Lesson Objective

Students will be able to understand where positive and negative numbers exist on a number line

## Essential Question

 Where do positive and negative numbers exist on a number line?

## Materials

Students' voices, math text book and drum

## Procedures

1. Read the current textbook chapter(s) on integers, positive and negative numbers, and number lines
2. Write chant based on information from textbook
3. Practice in the classroom
4. Demonstrate around campus while using the beat of the drum

 Assessment Strategies

Observation of students' participation, students' demonstration of science content, and rhythmic ability

## Evaluation of Lesson (Reflection)

Students will develop gestures to go along with the song
Christmas Tree Paper Plates

## Created By

Julie Carr

12/10/10

## Standards

SS.K.A.2.2: Recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our nation's ethnic heritage

VA.K.O.2.1: Generate ideas and images for artworks based on memory, imagination, and experiences

## Lesson Objective

Each child will make and decorate a tree using his/her own creative abilities

## Essential Question

Can a round paper plate be transformed into a pyramid shape, using the entire plate? Will all trees look exactly the same if we all use the same method? Why or why not?

## Materials

Paper plates, yellow and blue tempera paint, paint brushes, scissors, glue, glitter, sequins

## Procedures

1. Each student will mix yellow and blue paint to make green
2. Paint paper plates completely and allow to dry
3. Teacher will draw lines to divide plates into 4 uneven sections
4. Students then cut on lines and fringe rounded side of each triangular piece
5. Students will then glue together, with smallest piece at the top and largest at the bottom to form a Christmas tree shape
6. After tree is dry, decorate
7. Encourage individuality and originality (ex. "Wow! I would have never thought of that way of doing it!" always gets a great reaction in my class)

 Assessment Strategies

Teacher observation of final product

 Evaluation of Lesson (Reflection)

Admire all artwork. Ask and answer the question, "What makes each tree different from all others?"
Creating Balloon Globes

## Created By

Bernadette Colanero (Koget)/ Ashley Fichtorn

12/2010

## Standards

SS.2.G.1.1: Use different types of maps (political, physical, and thematic) to identify map elements

SS.2.G.1.2: Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital

SS.2.G.1.3: Label on a map or globe the continents, oceans, Equator, Prime Meridian, North and South Pole

VA.2.S.2.1: Develop artistic skills through repeated experiences with art media, techniques, processes, and tools

## Lesson Objective

Students can name the different parts of a globe (continent, oceans, Equator, North Pole, South Pole, etc.) Students can also identify intermediate and cardinal directions, as well as the state of Florida

## Materials

Blue balloon (1 per pair, blown up ahead of time), black sharpie markers, enlarged map of the word photocopies, string (to hang "globes" in classroom), scissors, glue, word bank posted on board, Houghton Mifflin Social Studies textbook (pg R12-R13)

## Procedures

1. Briefly reviewed parts of a globe
2. Explained directions for activity and modeled what to do (cut out continents, glue on balloon, draw the Equator, etc.)
3. Strategically partnered up students in pairs
4. Distributed materials
5. Allowed ample time for students to work together. Teacher walked around "dipsticking" with quick questions to check comprehension
6. Students were given time at the end to share their globes before they were hung in the classroom

 Assessment Strategies

Check to make sure Balloon Glove is labeled correctly and students can easily identify parts of the globe using their own creation

 Evaluation of Lesson (Reflection)

The students thoroughly enjoyed this hands-n activity. All students were actively engaged and curious to see each other's finished products. Although several students seemed to forget where some of the continents and oceans were located, it helped to strategically pair partners and allow students to use the resources pages of the Social Studies textbook. The students are very proud of their accomplishment and have enjoyed the compliments we have been receiving every time someone sees the globes hanging in our classrooms.

In the future, or if more time allowed, we would also sing the Continents Rap song to bring in a musical component during the lesson. However, with time constraints, it was not feasible.
The Mitten

## Created By

Mrs. Moore

5/3//12

## Standards

LAFS.K.RL.1.2: With prompting and support, retell familiar stories, including key details

MU.K.H.3.1: Perform simple songs, finger plays and rhymes to experience connections among music, language, and numbers

MU.K.S.3.2: Perform simple songs and accompaniments

DA.K.C.1.1: Associate and identify words of action or feeling with watching or performing simple dances

DA.K.C.1.2: Perform creative movement in a specific order

## Lesson Objective

To integrate music and movement to recreate the events in the story "The Mitten"

## Essential Question

Can music and movement be used to retell a story?

## Materials

**The Mitten** by Alvin Tresselt, drums, shakers, maracas, sticks, teacher-made cutouts of the characters in the story (1 set for each group of 6 students), items to make a mitten and animal characters, and animal masks

## Procedures

Day One

1. Review text features
2. Generate ideas of how animals may move or the sounds they may make (ex. Loud, soft, big, heavy, hard)
3. Discuss how animal sounds can relate to music and how their sounds sometimes have rhythm
4. Talk about what musical instruments sounds like or reminds them of a specific animal sound
5. Read the story and map out or timeline the events of the story on chart paper

Day Two

1. With the students, assign which instrument would remind them of each specific animal in the story
2. Assign group of 2 a role in the story
3. One student will be the movement for the animal and the other student will play the music for the animal
4. Read the story and have students act out each part as it comes up
5. Teacher uses the timeline and talks through the events of the story

## Assessment Strategies

Use a scale to assess understanding

**Individual assessment:** Student can sequence the entire story using cutouts from the story
Where In The World?

## Created By

Ashley Fichthorn

3/8/12

## Standards

SS.2.G.1.3: Label on a map or glove the continents, oceans, Equator, Prime Meridian, North and South Pole

VA.2.H.2.3: Identify the physical features or characteristics of artworks displayed in the community

VA.F.3.2: Work with peers to complete a task in art

## Lesson Objective

The student will be able to locate and identify the seven continents and four oceans

## Essential Question

Why is it important to know where to locate and identify the seven continents and four oceans?

## Materials

**These are needed per project (group or individual),** Continents reproducible, 4 inch Styrofoam sphere (globe), blue paint, paint brush, 4 circular stickers, black marker, crayons, glue, cup (optional), craft sticks (optional), tissue paper (optional)

## Procedures

1. Each group or student will paint their sphere blue and    allow it time to dry
2. Color the continents green
3. Cut out the continents and glue them on the sphere in the appropriate location
4. Label each of the stickers with one of the four oceans
5. Place stickers on the sphere in the appropriate location
6. Use the black marker to draw a line around the sphere to symbolize the equator
7. OPTIONAL Insert a craft stick in the bottom of the sphere
8. OPTIONAL Stuff the cup with the tissue paper and insert the craft stick into the cup to use as a stand for the globe

## Evaluation of Lesson (Reflection)

I have not used the lesson yet in my classroom, but plan to use it when teaching my geography unit
"Wh" Comprehension Skills

## Created By

Inga Mcintosh

1/13/12

## Standards

LAFS.K.RL.1.2: With prompting and support, retell familiar stories, including key details

LAFS.K.RL.1.3: With prompting and support, identify characters, settings, and major events in a story

TH.K.O.2.1: Draw a picture of a favorite scene from a play

TH.K.H.2.1: Identify how the elements of place and time can change a story

TH.K.S.2.1: Pretend to be a character from a given story

TH.K.S.3.2: Describe the concept of beginning, middle and ending in stories using dramatic play

## Lesson Objective

Students will be able to answer wh questions (who, what, when, where, why) and recall key details of a story (title, setting, characters, conflict, solution) and summarize events within the story

## Materials

**No David** book, crayons, markers, character coloring sheet, Popsicle sticks, flue, tape, scissors

## Procedures

1. Encourage students to act out a favorite scene from the story utilizing their character puppet, discuss what the characters do, say, and how they feel

## Assessment Strategies

Evaluate the percentage of wh questions answered correctly and the student's ability to recall key elements of the story

## Evaluation of Lesson (Reflection)

The lesson went well and the students really enjoyed making the puppets. They also enjoyed sharing their favorite events and being able to take their puppets home
Timeline Of A Character In Text

## Created By

Patrick Iles

1/25/12

## Standards

LAFS.5.SL.2.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts

VA.5.S.1.1: Use various art tools, media, and techniques to discover how different choices change the effect on the meaning of an artwork

## Lesson Objective

Students will be able to develop a timeline for a character in a non-fiction text based on information provided in the story

## Essential Question

What is a timeline and how is it used in reading?

## Materials

Construction paper, non-fiction story, colored pencils, rulers, glue, matting material

## Procedures

1. Read a non-fiction story
2. Identify major events in the life of the main character
3. Draw a draft timeline based on events that were identified as important
4. Edit and complete final copy of timeline
5. Decorate

 Assessment Strategies

Observation of students' participation, students' demonstration of reading strategies, creative ability

## Evaluation of Lesson (Reflection)

Students will develop a timeline on themselves
Leaf Pattern

## Created By

Rachel Westman

12/9/10

## Standards

MAFS.K.MD.2.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count

VA.K.S.1.1: Explore art processes and media to produce artworks

## Essential Question

Can you show me a pattern using the fallen leaves?

## Procedures

1. Read a story about fall
2. Show the color of fall leaves and throw them up and have the children watch them fall
3. Then they need to pick up 8 leaves and glue them onto the sentence strip in a pattern
4. They may do an AB, ABB, AAB, or ABC pattern

 Assessment Strategies

Look at the strip and see if they did a correct pattern

 Evaluation of Lesson (Reflection)

I love this lesson and the kids enjoy it as well. I have done this lesson for several years in a row.
Matter Cadence

## Created By

Maryette Louis

11/30/10

## Standards

SC.5.P.8.1: Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature

MU.5.S.1.1: Improvise rhythmic and melodic phrases to create simple variations on familiar melodies

## Lesson Objective

Students will be able to understand the 3 different types of matter

## Essential Question

What are the 3 different types of matter?

## Materials

Students' voices, science text book, drum

## Procedures

1. Read text book
2. Write chant based on information from text book
3. Practice in classroom
4. Demonstrate around campus while using the beat of the drums

 Assessment Strategies

Observation of students' participation, students' demonstration of science content, and rhythmic ability

 Evaluation of Lesson (Reflection)

Students will develop gestures to go along with the chant
Making the Math Connection with Tessellation

## Created By

Gayle Genchi

1/12/15

## Standards

MAFS.1.G.1.1: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

VA.1.O.1.1: Identify and use the structural elements of art and organizational principles of design to support artistic development

MAFS.2.G.1.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes

VA.2.O.1.1: Employ structural elements of art and organizational principles of design in personal work to develop awareness of the creative process

MAFS.3.G.1.1: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category

VA.3.O.1.1: Demonstrate how the organizational principles of design are used to arrange the structural elements of art in personal work

MAFS.4.G.1.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts

VA.4.O.1.1: Use the structural elements of art and organizational principles of design to understand the art-making process

MAFS.5.G.2.3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category

VA.5.O.1.1: Use structural elements of art and organizational principles of design to develop content in artwork

## Lesson Objective

Recognize tessellations in the world around us including nature, architecture and food

## Essential Question

Can each student identify whether they used the "slide", "rotation", or "flip" method to tessellate across the plane?

## Materials

Card board, pencil, markers, scissors, tape, colored pencils

## Procedures

1. Review vocabulary: tessellation, flip, slide, rotation, polygon, vertex
2. Introduce/familiarize students with the artist M.C. Escher
3. Provide many examples of tessellations found in our world
4. Show some "patterns" that are not tessellations and ask students why they do not meet the criteria of a tessellation
5. Students will create 3 tessellation: one with foam geometric shapes, one on paper, and one created from their own abstract shape cut from tag board

 Assessment Strategies

Observation

 Evaluation of Lesson (Reflection)

Some students with high IQ's struggle with fine motor skills. Some were easily frustrated and asked others for help.
Look, Up in the Sky

* Episode Information
* Gallery

**Look, Up in the Sky** is episode 11a of Season 1 of Berry Bees.

## Summary

Lola is ecstatically thrilled when the Berry Bees are assigned to protect the actress who portrayed her favorite tv show superheroine.

## Characters

### Main

Bobby

Juliette

Lola

## Quotes

Lola: The best thing is, I have the tapes of all 24 and a half seasons!

Berry Bracelets alarms go off

Bobby: Oh look, time to fly, guess we’ll just have to not watch that, I mean, watch all that later.

## Trivia

* Ivy Inconcievable's costume has significant similarities to one of Ms Marvel's costumes.

## Screenshots

Action figures.The girls having a contest to decide what they watch on tv.Before Bobby even finished counting, Lola won the competition.Bobby now realises they shouldn’t have let Lola pick the competition challenge.Lola is excited to watch her favorite show.Lola has returned with a video of the show.Juliette doesn’t know what a video tape is.This is what we used before DVDs existed.Juliette and Bobby wondering how video tapes work.Juliette and Bobby don’t recognise the show they are watching.Lola explaining all about the comics that inspired the tv series.Juliette and Bobby just learned that Lola has 24.5 seasons of the show and wants to watch them all!Ms Berry snowboarding.Juliette and Lola are not amused by Bobby’s pun.Lola got to choose the girls’ disguises for this mission and dressed them up like sidekicks from her favorite show.Beverly Jones with the rare first copy of the comic.Beverly taking a photo with the Berry Bees.End of episode posing.
Art From Her Heart

## Created By

Linda Tylka

3/2015

## Standards

LAFS.K.RL.1.2: With prompting and support, retell familiar stories, including key details

VA.K.C.1.1: Create and share personal works of art with other

LAFS.1.RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson

VA.1.C.1.1: Create and discuss works of art that convey personal interests

LAFS.2.RL.1.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral

VA.2.C.1.1: Use the art-making process to communicate personal interests and self-expression

LAFS.3.RL.1.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text

VA.3.C.1.1: Use the art-making process to develop ideas for self-expression

LAFS.4.RL.1.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text

VA.4.C.1.1: Integrate ideas during the art-making process to convey meaning in personal works of art

LAFS.5.RL.1.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text

VA.5.C.1.1: Develop a range of interests in the art-making process to influence personal decision-making

## Lesson Objective

Students will learn about and create torn paper pictures (collages) to pay homage to folk artist Clementine Hunter

## Essential Question

How are Grandma Moses and Clementine Hunter alike and different (compare and contrast)?

## Materials

*Art From Her Hear* by Kathy Whitehead and Shane W. Evans, construction paper, crayons, glue

## Procedures

1. The teacher will read the book *Art From Her Heart*
2. The teacher will ask the students to retell the story
3. The teacher will show and discuss a PowerPoint comparing the two artists
4. The students will create a torn paper collage based on a memory from their own life
5. The students will have the opportunity to share their memory with other students (explain their picture)

 Assessment Strategies

The teacher will observe the students creating and then retelling their memory pictures. Students will grade their own work using the learning goal scale 4,3,2,1 and the effort scale of 4,3,2,1

 Evaluation of Lesson (Reflection)

I loved the lesson because the torn paper collages allowed for simple shapes which had to be torn, not cut, which prompted looseness and creativity (not all students cut or draw well). Students also had the opportunity to compare and contrast Clementine Hunter to Grandma Moses (both folk artists, late starters, etc.) who many had learned about in first grade
Weight in Words

## Created By

Dayna Severson

1/8/16

## Standards

LAFS.4.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies

DA.4.O.3.1: Express ideas through movements, steps, and gestures

DA.4.S.3.3: Practice weight shift and transitions through plie, elevation, pique, and chasse

## Lesson Objective

To use dance to help guide vocabulary acquisition and an understanding of adjectives and verbs. Within the dance itself, the focus is on the elements of weight, space and time and accurately depicting the words chosen to describe a piece of music

## Essential Question

How can I explain a new vocabulary word to others through music and movement?

## Materials

Chart paper, pencils, CD player, chart markers, samples of musical pieces, journals, room to move around

## Procedures

1. Students will listen to a variety of music samples with varying moods/textures (Ex. Flight of the Bumblebee, Mozart's Symphony #40, Beethoven's Pathetique Sonata, Elgar's Nimrod Symphony)
2. Teacher will ask students to capture the essence of those pieces with one word (probe for words that go beyond *happy*  or *sad*). Make sure they search for the best word that describes each piece
3. Teacher will write a list of the words brainstormed. The teacher will then ask students to create a move to express each word (allow time to move)
4. The teacher will add a new column to the chart. Students will be asked to described an action word (Verb) for their descriptive word in the prior column (avoid words like *jump* and reach for words like *leap* instead)
5. Students will repeat step #3, but this time move as described by their action word
6. Teacher will add a 3rd column to the chart. This time, the students will describe what kind of weight they would use in their body to demonstrate their action word (ex. light and airy, loaded down by chains, etc.)
7. Students will repeat step #5, but add the weight of their action from the updated chart list

 Assessment Strategies

Students will write a journal entry that describes the essence of each song using their colorful vocabulary list generated by the class. Each journal entry will also include a description of how they translated their labels into movement and how that made them feel

 Evaluation of Lesson (Reflection)

The students were very engaged in the project. The movements they chose were for the most part appropriate. Next time, I think I might limit the number of songs to shorten the activity. The creativity and vocabulary that they generated impressed me. Having the chart in class has helped them reference it to continue using in their writing. I wonder if it will continue once the chart is no longer up on the wall.
Butterfly art

## Created By

Chantelle Henderson

12/12/10

## Standards

LAFS.K.RI.3.8: With prompting and support, identify the reasons an author gives to support points in a text

VA.K.C.1.1: Create and share personal works of art with others

## Lesson Objective

To use a non-fiction text to follow directions to create a piece of art independently

## Essential Question

How is a butterfly different in a fiction and non-fiction story?

## Materials

Wax paper, crayon shavings, hole punch, string, iron (adult use only!)

## Procedures

1. Teacher will read 2 butterfly books (one fiction and one non-fiction)
2. T chart the difference between the two genres
3. Students will read and follow directions to create a butterfly art piece

 Assessment Strategies

Butterfly is created and complete
Book Report Sandwich

## Created By

Christine Spalding

3/9/12

## Standards

LAFS.4.SL.2.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details

LAFS.4.RI.2.5: Describe the overall structure (ex. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts or information in a text or part of a text

LAFS.4.RI.1.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text

VA.4.S.2.1: Organize the structural elements of art to achieve an artistic objective

## Lesson Objective

Students are to use visual artistic expression in creating a book report

## Essential Question

How can I write a book report in an artistic way?

## Materials

A chapter book (reading level appropriate), colored construction paper, lined writing paper, glue, pencil, scissors, crayons, colored pencils, markers, brass fastener/stapler

## Procedures

1. Each student will have a daily reading log.
2. He/she must choose at leas 5 days to read their chapter book for a minimum of 30-45 minutes each day
3. Students will then document the minutes they read, pages they read, their initials, and parents must also initial
4. Each student will then complete a book report sandwich. All pieces of construction paper will be provided
5. You should create a rubric to grade the different parts of the report and make your expectations clear
	1. Brown paper (top slice of bread) - Title, author and illustrator
	2. Green paper (lettuce) - Summary
	3. Red paper (tomato) - Description of characters and character traits
	4. White paper (mayonnaise) - Setting
	5. Yellow paper (cheese) - Story plot, including problem/solution
	6. Brown paper - The bottom slice of bread
6. Each student should also complete a "You should read this book!" form

 Assessment Strategies

Students will be assessed based on their inclusion of the information in the chapter book that is listed on the rubric, their use of visual arts, and creative expression

## Evaluation of Lesson (Reflection)

This lesson/activity went well. Students were able to read at their own pace and express their creative side through the sandwich part of the project
Journaling Predictions

## Created By

Angela Peters

12/9/10

## Standards

LAFS.3.RI.2.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently

VA.3.S.3.1: Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks

## Lesson Objective

The student will write down their predictions before, during, and after reading a just-right non-fiction text

## Essential Question

I can make, check and confirm predictions using text features

## Materials

My Response Journal, pencils, colored pencils or crayons, just-right books

## Procedures

1. Show students how to make supported predictions using the text features, genre information, and schema
2. Ask students they are going to make predictions before, during, and after reading the text
3. Have students take out or choose a just-right book and get their My Response Journals
4. Ask students to make a prediction before reading the text by looking at the text features. Then, write it in their journal using the letter format we have been working on
5. After making a prediction, ask students to read part of the story, they need to stop about halfway through and make a prediction and support their prediction using text features
6. Ask students to complete the text and then write their prediction after reading. they need to support their answers using text features and the text itself
7. When they are finished, ask the students to illustrate their letter by drawing a picture that helps the reader to understand their predictions
8. Give the students ample time to complete their notes in their journals. Circulate around the room to give support to those who need. Clarify any misunderstandings. If time permits, allow for students to share out.

 Assessment Strategies

Review the journals and listen in on their discussions and sharing out to determine the level of understanding. This will need continued support or scaffolding.

 Evaluation of Lesson (Reflection)

The students were able to make predictions before reading because this was something they were already familiar with doing. The predictions during reading still confuse some of the students but they are beginning to understand that their predictions may change as they read the story. They thought their original prediction had to be correct or their paper would be wrong. The prediction about what would happen next in the story is the hardest for the children to understand. The student must be able to inference to complete this part of the assignment. We will continue to work on predicting all year so this lesson gave me good insight to how well my students understood predictions, text features, and letter writing.
Clay Map Project of Florida

## Created By

Mrs. O'Halloran

12/18/15

## Standards

SS.1.G.1.1: Use physical and political/cultural maps to locate places in Florida

SS.1.G.1.3: Construct a basic map using key elements including cardinal directions and map symbols

SS.1.G.1.5: Locate on maps and globes the student's local community, Florida, the Atlantic Ocean, and the Gulf of Mexico

VA.1.S.1.1: Experiment with art processes and media to express ideas

## Lesson Objective

Students will create a map of Florida using clay and attach labels to specific locations

## Essential Question

How can you identify your state and important locations around your state?

## Materials

Blue, green and red clay, laminated labels, wax paper, craft sticks, laminated cut out of the Florida peninsula

## Procedures

1. Roll out green clay on wax paper
2. Use a laminated map of the state of Florida to press down into the clay
3. Use a craft stick to cut around the laminated map
4. Remove excess clay
5. Use blue clay to represent the Atlantic Ocean, the Gulf of Mexico, and Lake Okeechobee
6. Use green clay to represent the Florida Keys
7. Use red clay to make a compass-rose with the four Cardinal directions
8. Attach labels to Tallahassee, West Palm Beach, Florida Keys, Lake Okeechobee, Gulf of Mexico, Atlantic Ocean, and compass rose

 Assessment Strategies

Paper and pencil test. Students will be given an outline of the map of Florida and a word bank. All names must be written in the correct location and a Compass Rose drawn with the four Cardinal directions
Vehicle Pictures

## Created By

Michelle Kitchens

2/13/12

## Standards

SC.K.P.12.1: Investigate that things move in different ways, such as fast, slow, etc.

VA.K.C.1.1: Create and share personal works of art with others

VA.K.C.2.1: Describe personal choices made in the creation of artwork

## Lesson Objective

I can create a picture of vehicles that move in different ways

## Materials

An assortment of die-cut shapes or foam shapes, glue, paper, computer

## Procedures

1. Warm-up: Watch the DE Streaming video How Things Move (16:00) and discuss how different things can move and in different ways.
2. Give each student a set of die-cut shapes, a piece of paper and glue
3. Tell the students to create a picture of their choice including at least one vehicle that rolls, slides and flies (ex. they can make a car using a rectangle and circles or a plane using a rectangle and triangles)
4. Walk around the room and talk to the students about the vehicles they are making and the shapes they are using
5. Wrap-up: Walk around the room and ask the students what vehicles they created pictures of and whether the vehicles roll, slide, or fly

## Assessment Strategies

Have the students name the vehicles in their picture and tell how it moves

## Evaluation of Lesson (Reflection)

The students enjoy creating their own vehicles through art. They have a great time using die cut shapes to make a "masterpiece" and demonstrating their knowledge of how a vehicle moves. They admire each others' works of art as it is displayed in the classroom.
Sam the Scarecrow

## Standards

LAFS.1.W.1.3: Write narratives in which they recount two or more appropriately sequenced events

LAFS.2.W.1.3: Write narratives in which they recount a well-elaborated event or short sequence of events

VA.1.S.2.1: Practice correct use of tools with various art media, techniques and processes

VA.1.S.1.1: Experiment with art processes and media to express ideas

## Lesson Objective

Students will hear a story and repeat steps in building a scarecrow through reenactment

## Essential Question

How does sequencing and following directions help us in reading?

## Materials

Sam the Scarecrow, Newspaper, paper bag, scarecrow pieces, google eyes, yellow paper

## Procedures

1. Read Sam the Scarecrow
2. Create paper bag scarecrows (instructions below)
3. Write your own scarecrow story

## Directions

1. Stuff a paper bag with newspaper
2. Tape the top of the bag closed
3. Color the pieces that go on the scarecrow (smile - black, hat - brown, hat ribbon and bow - blue, nose - orange, leaf - red
4. Cut some strips of yellow construction paper
5. Glue the bow on the bottom of the bag. Glue a yellow square in the middle
6. Glue the smile above the bow
7. Glue on googly eyes so they are the same height as the top of the smile
8. Glue the nose in the middle
9. Cut the yellow construction paper different lengths and glue them on the top of the bag for hair
10. To make a hat, glue the blue strip to the tall rounded part of the hat. Then glue the brim of the hat on. Glue the red leaf on the side of the hat. Glue the hat on your scarecrow
11. Turn over to tell a scarecrow story.
	1. What is your scarecrow's name?
	2. Where does your scarecrow live?
	3. What does your scarecrow like to do?
	4. Does your scarecrow have any friends? Please explain.
	5. Make your scarecrow go on an adventure one night and write about it...

## Assessment Strategies

Teacher observation of reenactment, scarecrows, and student's story

## Evaluation of Lesson (Reflection)

The whole lesson was appropriate for both 1st and 2nd grade. The following of the directions to make the scarecrow was a great comprehension activity. I will give more input into the writing of their stories next year.
Chinese Calligraphy

## Created By

Tonya Mead

1/13/10

Meant for gifted students

## Standards

SS.4.A.6.2: Summarize contributions immigrant groups made to Florida

VA.4.S.1.1: Manipulate tools and materials to achieve diverse effects in personal works of art

## Lesson Objective

Demonstrate an understanding that calligraphy is an ancient Chinese tradition. Create a work of art using Chinese calligraphy

## Materials

Discovery School video on unitedstreaming - China: People and Places, white construction paper, newspaper to protect desks, paint, cups, paintbrushes, websites that show Chinese calligraphy such as: [www.chinapage.org/word/chineseword.html]

## Procedures

1. Introduce the concept of Chinese calligraphy to the class
2. Show China: People and Places segment 2
3. Discuss the five principles of Chinese calligraphy: posture, knowledge of tools, control, rhythm, and balance
4. Show websites of Chinese calligraphy and discuss the meaning of certain symbols
5. Distribute paint, paper, and cups
6. Have students practice writing the calligraphy with the materials
7. Students many want to write the meaning of the symbols

 Assessment Strategies

Use a rubric on a number scale of 1 to 3, 3 being the highest which means the student participated fully in class discussions; used art material wisely; were able to identify the English
Bullying

## Created By

Cheryl Bollinger

9/20/10

## Standards

Through the use of a specific series of questions, and improvisations, the students will be empowered to ward off a bully's attack on self and/or others

TH.K.S.3.1: Use imagination to show a person at work, using the body and voice to communicate ideas

TH.1.S.3.1: Use simple acting techniques to portray a person, place, action, or thing

TH.2.S.3.2: Communicate with others the concept of dramatic conflict and resolution in stories using dramatic play

TH.3.S.3.1: Create and sustain imagined characters and relationships, using basic acting skills, to tell a simple story

TH.4.S.3.3: Describe elements of dramatic and technical performance that produce an emotional response in oneself or an audience

TH.5.S.3.3: Use elements of dramatic and technical performance designed to produce an emotional response in an audience

## Lesson Objective

Students will role play strategies for the various participants of a bullying scenario (bully, victim, bystander)

## Essential Question

How can I ward off a bully's attack on myself and/or others?

## Materials

Scenario scripts on slips of paper and a bowl

## Procedures

1. After reviewing numerous strategies and a specific series of questions, students volunteer to be either the "bully", "victim" or "bystander"
2. The bully draws a script from the bowl and begins to act it out
3. The victim and the bystander then improvise what to say to the bully based on what they've learned to attempt to get the bully to stop bullying them
4. The class and teacher then critique the effectiveness of what was said
5. Repeat procedure until all students who want to participate have an opportunity

 Assessment Strategies

Tally the number of times the bully actually "backed down" or gave up through use of the learned techniques

 Evaluation of Lesson (Reflection)

Next time, I would allow the older students to create their own scenarios and/or develop an entire skit to include all three main characters lines and motivations
Modeling Solids, Liquids, and Gases

## Created By

E. Dembrow

11/30/10

## Standards

SC.1.P.8.1: Sort objects by observable properties, such as size, shape, color, temperature, weight, texture, and whether objects sink or float

TH.1.S.3.1: Use simple acting techniques to portray a person, place, action or thing

## Lesson Objective

I can role play the part of a molecule for a solid, a liquid or a gas

## Essential Question

How can I understand the difference between the movements of molecules in solids, liquids and gases especially since I can't see them?

## Materials

Index cards with "100 degrees Celsius" written on half and "molecule: written on the other half

## Procedures

1. Discuss solids, liquids and gases, and water in all 3 forms. Why does it change forms?
2. Discuss what molecules are
3. Students role play the molecules in solids (stand close together with no movement), liquids (they move around each other slowly with limited movement), and gases (they separate and run all around the room)
4. The other students come out with their cards after the "solid molecules" and then after the "liquid molecules" and they cause the changes in the molecular movements

 Assessment Strategies

Have all students stand at their desk. Call out "solid, liquid or gas" and have the students individually react as the appropriate molecule. When you call out "gas", students should stop in place, feet still but shivering allowed. Observe- do students show appropriate movement for the different molecules?

## Evaluation of Lesson (Reflection)

Do students understand what molecules are now and what their movements are? If so, it was a successful lesson.
Amazing Animals: Pets Patterning

## Created By

JeniLee Olejarz

2/17/12

## Standards

MT.C.1: Identifies and extends a simple AB repeating pattern

MT.C.2: Duplicates a simple AB pattern using different objects

MT.C.3: Recognizes the unit of repeat of a more complex pattern and extends the pattern (ex. ABB or ABC)

CETA.A.1: Combines with intention a variety of open-ended, process oriented and diverse art materials

## Lesson Objective

Practice simple AB patterning skills while exploring with paint

## Essential Question

Which types of animals can live in our houses as pets?

## Materials

Sentence strips, paint, 2 different sponges (fish and cat), paint trays, sample project

## Procedures

1. Show students the sample project and review the pattern on the sample
2. Give students their pwn sentence strip to make their pattern on
3. 3.Let students use each sponge to make an AB pattern

## Assessment Strategies

Data collection sheets, use small group instruction, scale for data taking

## Evaluation of Lesson (Reflection)

We have been using patterns frequently during activities and we practice patterns on our calendar every day. Incorporating art by using paint helped keep the students more focused and excited about the project and practicing an academic skill.
Crystal Creatures

## Created By

Caira Ferry

1/25/12

## Standards

SC.4.N.1.6: Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations

SC.4.N.1.8: Recognize that science involves creativity in designing experiments

SC.5.N.2.1: Recognize and explain that science is grounded in empirical observations that are testable

VA.4.S.1.1: Manipulate tools and materials to achieve diverse effects in personal works of art

VA.5.S.1.1: Use various art tools, media, and techniques to discover how different choices change the effects on the meaning of an artwork

## Lesson Objective

Students will be able to understand what minerals are, be able to identify them and their crystalline structures

## Essential Question

 What are minerals and how can they be identified?

## Materials

Markers, construction paper, crayons, glitter, glue, shoe boxes, 5th grade science textbook, Epsom salt, pipe cleaners, hot water

## Procedures

1. Read any lessons in the textbook that cover minerals or crystalline structures
2. Use the Frayer model to define mineral and use a T-chart to differentiate the properties (what scientists use to identify them)
3. Complete Procedure on the Crystal Sculptures handout and let the crystals grow for 2 weeks in a container on the windowsill
4. Decorate a shoe box with the information from notes (definition, properties, examples) as well as a scene in which you might find crystals growing
5. Have students visit the windowsill daily to sketch in their science notebook the developtment of the Crystal Creature. The students should attempt to draw the repeating crystalline structre that the Epsom salts are forming
6. Remove Crystal Creature from container and place/dangle in shoe box
7. Display in classroom window

 Assessment Strategies

Observation of students' participation, students' demonstration of science content and ability to complete the shoe box with the necessary science information
Simplifying Fractions Reader's Theater

## Created By

Mrs. O'Halloran

12/7/10

## Standards

MAFS.5.NF.2.3: Interpret a fraction as division of the numerator by the denominator
TH.5.S.3.3: Use elements of dramatic and technical performance designed to produce an emotional response in an audience

## Lesson Objective

Students will simplify fractions using the greatest common factor

## Materials

Reader's theater script, highlighters, assessments

## Procedures

1. Introduce concept using fraction bars or fraction circles and relate to pizza slices
2. Select parts for script
3. Practice script
4. Perform for class

 Assessment Strategies

Simplifying fractions assessment paper and pencil test

 Evaluation of Lesson (Reflection)

Overall, the lesson went quite well. The students enjoyed performing the reader's theater script and singing the Simplifying Fractions cadence. All students participated in the lesson whether they had a few lines or many lines in the script or by saying the cadence. After several "performances", they still wanted to try it again and even asked about it the following day.

During the written assessment, some of the students were actually singing the cadence to themselves. The cadence helped them to remember each of the steps in the simplifying process.

The students performed well on the written assessment with all students passing with 80% mastery or above.
The Tide Pool

## Created By

Andrea Schlessel

1/26/15

## Standards

LAFS.1.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words

VA.1.S.1.2: Use varied processes to develop artistic skills when expressing personal thoughts, feelings, and experiences

## Lesson Objective

Students will use self-monitoring strategies for structure, meaning, and visual clues and answer comprehension questions within and beyond the text

## Essential Question

Does it make sense? Does it look right? Does it sound right? What personal experiences do I have and how can I connect them to the story?

## Materials

water color paper, water color paint, paint brushes, color pencils, story books, board, dry erase markers

## Procedures

1. Students will use word-attack and self-monitoring strategies during reading
2. Students will paint tide pools using details from the story
3. Students will add additional information based on personal experiences making a connection between text and self

 Assessment Strategies

Observation using checklist to mark students' progress toward using word-attack and self-monitoring strategies

 Evaluation of Lesson (Reflection)

The lesson went well, 80% of the students used word-attack and self-monitoring strategies. They enjoyed creating their own artwork based on the story and brought personal experiences into their project
You're an Architect

## Created By

Jennifer Egan

3/23/10

## Standards

MAFS.5.G.1.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation

VA.5.O.2.2: Use a variety of sources for ideas to resolve challenges in creating original works

## Essential Question

Finding perimeter and area of different rooms in a house

## Materials

Blueprint examples, grid paper, ruler (cm), construction paper, crayons, floor template, You're an Architect (where they will put their perimeter and area), computer, pencil, erasers

## Procedures

1. Give examples of different floor plans
2. Explain that rooms have to connect, and watch walls, hallways windows, etc.
3. They will draw home on 0.5 grid paper
4. I will check accuracy
5. When complete they will draw to scale (cm) on construction paper

 Assessment Strategies

When projects complete, check accuracy of homes, and check area and perimeter page for math

 Evaluation of Lesson (Reflection)

The class really enjoyed the lesson. They were able to complete all the steps and final projects came out very well.
Seasons Cadence

## Created By

Trina Arnold

1/25/12

## Standards

SC.5.E.5.3: Distinguish among the following objects of the Solar System and identify Earth's position in it

MU.5.S.1.2: Compose short vocal or instrumental pieces using a variety of sound sources

## Lesson Objective

Students will be able to understand that the tilt of Earth on its axis and its revolution around the Sun are responsible for seasons on Earth

## Procedures

1. Read the current textbook chapter(s) on seasons and Earth's revolution
2. Write chant based on information from textbook
3. Practice in the classroom
4. Demonstrate around campus while using the beat of the drum

 Assessment Strategies

Observation of students' participation, students' demonstration of science content, and rhythmic ability

## Evaluation of Lesson (Reflection)

Students will develop gestures to go along with the chant
"I Have a Dream" Portrait

## Created By

Gruber, Fuller, Kitchens, Johns, Donath

1/21/10

## Standards

SS.K.A.2.4: Listen to and retell stories about people in the past who have shown character ideals and principles including honesty, courage and responsibility

VA.K.C.2.1: Describe personal choices made in the creation of artwork

VA.K.F.1.1: Experiment with art media for personal satisfaction and perceptual awareness

SS.K.A.2.4: Identify people from the past who have shown character ideals and principles including honest,y courage and responsibility

VA.1.C.1.1: Create and discuss works of art that convey personal interest

SS.2.C.2.4: Identify ways citizens can make a positive contribution in their community

VA.2.C.1.1: Use the art-making process to communicate personal interests and self-expression

## Lesson Objective

The student creates and communicates a range of subject matter, symbols and ideas using knowledge of structures. The student will write to communicate ideas effectively

## Essential Question

Martin Luther King Jr. had a dream. What is your dream?

## Materials

Magazines, multicultural colored crayons, paper, glue, scissors, pencils, mirrors

## Procedures

1. Talk about MLK and his dream
2. Students communicate their dreams
3. Review what a portrait is
4. Students write their dream
5. Students make self-portraits using various materials

 Assessment Strategies

Students will read their portrait to students and to teacher

 Evaluation of Lesson (Reflection)

Did the students understand? Did the students get the concept? Did student use correct punctuation, grammar and writing process?