My Thematic Unit Resource Project

The third standard is, teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning. To apply this standard in my practice I will have to try give the students assessments to see if they understand the content that they are required to know. To demonstrate that I am adhering this standard, I will have to make sure that I create an assessment that I can use to test the students and to see if I am teaching them the way they need to be

Standard: K-2, Science is a way of knowing… Science knowledge helps us know about the world.

Explain how you plan to apply to your lesson planning on exploring water and gardens to each of the four (4) aspects of Learning Outcome 2?

The Crucible is a play that is about multiple things that happened in the Salem witch trails and how the characters behaviors have affected the whole play. The Crucible takes place in Salem, Massachusetts in 1692. The characters take in plenty of actions and the setting are all symbolic of abstract ideas and issues between all the characters. Although, The Crucible is a play that relates to the witch trails in Salem and the consequences that have occurred with the people in the play. The Crucible also has plenty of violence’s and killing events, there’s other parts of where the characters are just lying to each other and there’s also other parts where they all hide something from someone in the play as in the usual most of them did. The Crucible has a strict religion but others in the play believed in “witchcraft”, as what Abigail accused Elizabeth of doing in the play to escape from her truth to be revealed because Abigail had an affair with the Proctor.

The WebQuery, the 5E lesson plan, and the field trip guide, are examples of through which students engage in investigations that enhance learning and that helps them meet the NGSS. These artifacts also indicate my ability to develop lesson plans that promote the learning of science; that align content to the NGSS; that demonstrate the use of assessment to ensure that the students are meeting the standards; and that showcase the use of literature to support grouping strategies and lesson rationale

In order to meet the challenges facing our department of providing quality patrol services we must strive to find ways to be creative in improving service delivery. To that end, I propose we utilize available technology to leverage the skills of our patrol officers by enhancing their ability in the field. As an agency, we have done well in the area of remaining ahead of most trends but with the ever-changing face of technology, it is difficult for law enforcement to keep up with those changes. This proposal will introduce a cost-effective way for patrol officers to utilize mobile crime mapping data via their department issued Apple iPhones that will potentially enhance their efficiency and effectiveness. The specific company / software

Children love television, and I know when I was in third grade and I saw the tv rolling into class I didn’t care what program we were about to see I was just glad we were watching tv. But this isn’t all about a “fun” video. Bill Nye the Science Guy is generally a great show for children. My main goal for showing these third graders Bill Nye is to not teach them the Hydrologic Cycle, but more to get them to like Bill Nye the Science Guy. Just think, as an educator, if you can teach your lesson while getting the students hooked on the whole subject. I watched Bill Nye the Science Guy as a child and I believe it was one of the few reasons why I was interested in science. When teaching third graders them learning the material at hand is the key lesson, but it’t not the final goal. Getting them interested and to enjoy science is the main take away here.

My intention is to comply the emergent curriculum and provide more opportunities for children 3-5 age group within the centre to complete the projects by themselves through experimenting and experiencing. The topics will capture from the talk of children, through community or family events, as well as the known interests of children.

Our part of the Piaget Project was the Conservation I. Conservation I includes the tasks with the flasks of water, pennies, and different lengths of pencils. With the water flasks experiment, we sat two flasks in front of the kids with the same amount of water. We then asked them if they had the same amount of water or if one had more. They would answer what they thought and I would tip one of them over, and ask them the same question. Their response would show whether or not they had the knowledge of the concept of conservation.

Hi Kelsey, when I was completing my AA and took intro to education, I was able to see a glimpse of all the different grades because I knew the assistant principal at the school I was at, and he offered to show me around each different grade level. What I noticed that was the same about each grade level, was that they all used learning centers, so I was wondering if you could come up with a way that you could teach this standard using different center activities.

First off, thank you so much for supporting our school's watershed grant. These three models have been used this year to help student's learning. I have never had to create a report and deliverable section so please bare with me if I have it incorrect, but attached you will find the Report on our student's learning and the watershed models.

The first standard that this lesson falls under is “2.MD.A.1: Measure the length of an object by selecting and using appropriate tools such a rulers, yardsticks, meter sticks and measuring tapes.” This framework fits with the lesson plan because the students will be measuring the distance they jumped. When the students do these measurements, they will be using rulers to measure their jumping distance. The framework states that the students need to use measuring tools to measure the length, which is why this lesson fits with this framework. The second framework standard that fits this lesson is “2.MD.A.2 Measure the length of an object twice, using length unites of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.” This fits the lesson plan because the students will be measuring their distance three different times. Each time the student measures the distance they will be using a different form of measurement (cubes, feet and inches). Because the students are doing the measurement multiple times with different forms of measurement, the standard fits the lesson plan. It is clear that both of these standards fits the lesson and has the students interacting with

Content standards create the framework for each given subject area. They are what makes up the essential skills, knowledge, and understanding that students need in order to master a certain subject, such as mathematics, reading, language arts, etc.They are what teachers use to develop lessons that will ensure the child has proper knowledge in that area. Most states in the US have developed content standards around the areas of language arts, reading, math and science. Although other content standard areas could be art, health, technology, and career education. A benchmark is an assessment that is given within a certain content area to mark the knowledge that a particular student has. They are used to understand and identify the skills that

The Next Generation Science Standards (NGSS) were presented in 2013 as a response to the need for rigorous standards reflective of current STEM culture. The NGSS define the disciplinary core ideas, science and engineering practices, and crosscutting concepts between each of the four science domains (NGSS Lead States, 2013). The three interrelated areas emphasize solid content knowledge exercised in real-world application. While these standards can potentially raise the classroom’s current rigor, they are still in the beginning phases of implementation (“Next Generation Science Standards”, 2016). In addition, the logistics of transitioning to radically new standards are both a financial and time constraint in most school

Measurement is a significant area in the curriculum, as it can “make or break a child’s confidence in mathematics” (Kefaloukos & Bobis, 2011, p. 19). Therefore teachers play a crucial role in teaching this area of maths. Firstly, it is important to consider what skills children have with regard to measurement when they start school. This guides teachers with an appropriate level to begin. Secondly, teachers need to know some engaging ways to teach measurement. Teachers also need to know how to adjust their teaching when necessary to cater for a varied range of abilities.