Lesson Plan Worksheet #2 V2 (2)

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Chris Hillier 10/8/23 Lesson Plan Worksheet #2 Measurable Learning Targets Directions: For each of the Learning Objectives below, do the following a. Underline the audience . b. Put the behavior in bold letters. c. Circle the condition. d. Highlight the degree of proficiency. 1. The student will print 6/8 of the upper and lowercase letters ‘i’ and ‘I’, ‘o’ and ‘O’, ‘d’ and ‘D’, ‘t’ and ‘T’. 2. The student will determine what operation to use to solve a one-step work problem. 3. After determining the main idea of a text, the student will identify 3 out of 4 supporting details. 4. After reading a grade level passage, the student will answer literal questions with 80% accuracy. 5. During a precipitation event (rain, sleet, snow), the student will collect and graph temperature readings with 95% accuracy. 6. The student will convert metric units of capacity from a larger unit to a smaller unit with 85% accuracy. 7. The student will design and create a device that increases the rate a substance melts. 8. Given properties of liquids and solids, the students will sort the properties into the correct category with 90% accuracy. 9. Students will be able to explain at least one reason how the discovery of gold treasures among the Aztec and Inca lead to more exploration in the Americas on the provided critical thinking worksheet 10. Based upon prior research, students will be able to develop a creative talk show stating at least 4 characteristic of one of the twelve Olympians.
Directions: For each of the Learning Objectives below, identify which piece is missing: Audience, Behavior, Condition, or Degree. 1. After the lesson, the students will be able to explain how the tilt of the Earth’s axis contributes to the changing seasons in a written paragraph. -Degree 2. After this lesson, the students will be able to determine discounts and markups as well as gratuity. -Condition 3. After completing this lesson, the student will have the ability to gather measurement data with 80% accuracy. -Condition 4. After completing this unit, students will write a research paper arguing either for or against the acts imposed by the British. -Degree 5. After completing this lesson, the students will be able to describe the distinctive characteristics and purposes of physical and political maps. -Degree Translating Kudos into Learning Targets Directions: Using the KUDOs you wrote on the first lesson plan worksheet, write a measurable learning/lesson target. Standard 1: Ohio Academic Standard: Strand: History; Topic: Historical Thinking and Skills; (7.SS.1) Historians and archaeologists describe historical events and issues from the perspectives of people living at the time to avoid evaluating the past in terms of today’s norms and values. KUDOs: Know: - Historical events over a period of time. -Issues over a period of time. Understand: -Issues from the perspectives of people living during that time. - How to avoid evaluating the past in terms of today’s norms and values. Do’s: -Identify the most important historical issues. -Evaluate the past in terms of that times norms and values. Learning/Lesson Target: After reading the text, students will identify three prominent issues throughout the specific time period with at least 80% accuracy. Standard 2: Ohio Academic Standard: Strand: History; Topic: Early Civilizations; (7.SS.2) The civilizations that developed in Greece and Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and history. The Roman Empire also played an instrumental role in the spread of Christianity. KUDOs: Know: - The impact that early Greek and Roman civilizations had on later ones.
-Literature of the Greek Empire. -Literature of the Roman Empire. -History of the Greek Empire. -History of the Roman Empire. Understand: - The governance of law, engineering, technology, art, architecture, literature, and history of the Greek and Roman empire. - The spread of Christianity and the role the Roman Empire had in that. Do’s: - Identify the most important impacts the Greek and Roman empires had on later civilizations. -Identify and describe the laws, engineering, technology, literature, and history of the Greek and Roman empires. -Describe Christianity and how it was able to be spread by the Roman Empire. Learning/Lesson Target: After reading the provided Greek and Roman texts, students will identify five of the most important impacts the Greek and Roman empires had on later civilizations with at least 90% accuracy. Standard 3: Ohio Academic Standard: Strand: Geography; Topic; Spatial and Thinking Skills; (7.SS.12) Maps and other geographic representations can be used to trace the development of human settlement over time. KUDOs: Know: -Maps are geographical representations. -How to read a map. Understand: - The development of human settlements over time. - How to use maps and other tools such as geographic representations to trace the development of human settlements over time. Do’s: - Identify key countries and locations on maps and how to find them. -Utilize geographic representations by means of computers, worksheets, and globes to give students the opportunity to see those regions on different outlets. -Identify and describe the development of human settlements over time. Learning/Lesson Target: After looking the provided worksheet that includes a map, students will identify the key countries and locations of human settlements and describe 3 out of 5 of those human settlements. Standard 4: Ohio Academic Standard: Strand: Government; Topic: Roles and Systems of Government; (7.SS.17) Greek democracy and the Roman Republic were a radical departure from monarchy and theocracy, influencing the structure and function of modern democratic governments. KUDOs: Know: -The difference between monarchy, democracy, and theocracy. -The structure and function of modern democratic governments. Understand: -Greek democracy and the Roman Republic as well as the roles they played while being different from the monarchy norm of that period. -The structure and function of the Greek and Roman governments. -The similarities between modern democratic governments and the Greek and Roman governments. Do’s: -Identify the key differences between democracy, monarchy, and theocracy. -Describe the key points and terms of the Greek and Roman democracies. -Identify the key structures and functions that helped both the Greek and Roman governments run smoothly. -Describe the key points that influence modern democracies Learning/Lesson Target: After reading the provided text, students will be asked to identify key benefits of both the Greek and Roman governments as well as provide at least 3 effects these governments had on modern democracies. Standard 5: Ohio Academic Standard: Strand: Economics; Topic: Markets; (7.SS.21) The growth of cities and empires fostered the growth of markets. Market exchanges encouraged specialization and the transition from barter to monetary economies. KUDOs: Know: - How cities are created and grown through time. -What a market is and what role it plays in society.
-The definition of bartering. -Money and its value in economies. Understand: -The growth of cities and empires because of growing markets. -Market exchanges and the role it played in specialization. -The transition from bartering to monetary economies. Do’s: -Describe how a city is created and grown through the development of markets. -Identify the key terms of a market and why it requires people to specialize in certain trades. -Describe the transition of a bartering market to a monetary market and why that transition took place. Learning/Lesson Target: After reading the given text, students will identify 5 key terms of a market with 85% accuracy. Directions: Choose 5 new academic standards from your chosen content area/grade level band and write KUDOs as well as learning targets for each of the new standards. Standard 6: Ohio Academic Standard: Strand: History; Topic: Historical and Thinking Skills; (6.SS.1) Multiple tier timelines can be used to show relationships among events and places. KUDOs: Know: -How to look at different timelines. Understand: -Multiple tiered timelines. Do’s: -Show how timelines can display relationships among places and events. Learning/Lesson Target: After looking at a given timeline, students will have to identify 4 key events with 75% accuracy. Standard 7: Ohio Academic Standard: Strand: History; Topic: Early Civilizations; (6.SS.2) Early civilizations (India, Egypt, China and Mesopotamia) had unique governments, economic systems, social structures, religions, technologies and agricultural practices and products. The cultural practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today. KUDOs: Know: -Governments -Economic Systems -Social Structures -Religions -Technologies and agricultural practices Understand: -The cultural practices and products of early civilizations. Do’s: -Identify the unique systems of early civilizations such as India, Egypt, China, and Mesopotamia. -Describe their governments and the systems/social structures involved with them. -Identify the cultural practices and products of those civilizations, and tie them into the understanding of today’s Eastern Hemisphere. Learning/Lesson Target: After reading the provided text, students will have to identify at least 5 unique traits of early civilizations with 80% accuracy. Standard 8: Ohio Academic Standard: Strand: Geography; Topic: Spatial and Thinking Skills; (6.SS.4) Latitude and longitude can be used to identify absolute location. KUDOs: Know: Latitude and longitude. Understand: - How to identify absolute location. Do’s: - Identify absolute locations by using numbers that represent the locations latitude and longitude. Learning/Lesson Target: After being given longitude and latitude numbers and a map, students will have to identify 5 absolute locations with 80% accuracy.
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