X and Y Axis Lesson
Objective: Whole group to small group lesson to learn how to identify the X and Y axis and will be able to plot and find coordinates.
TEKS Standard: (5th Grade)
(8) Geometry and measurement. The student applies mathematical process standards to identify locations on a coordinate plane. The student is expected to:
(A) describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin;
(B) describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane; and
(C) graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table.
Materials: book—A Fly on the Ceiling by Julie Glass; School 1st floor Blue Print; Interactive floor grid coordinate; Battleship, coordinate finder; Worksheet; Pencil; Dry erase markers; Interactive ceiling grid.
Academic vocabulary: X and Y axis, Origin, Coordinates, Plot, Quadrant 1, Ordered Pairs,
Anticipatory Set: Review the movements for X and Y axis.
Teaching Input: Today we will learn to use the Cartesian Coordinate system or you may also know it as coordinate plane system or plotting. You will be plotting and finding different coordinates, to do so you must be able to follow the appropriate steps to plot your coordinates.
Teacher Modeling: I will use a book A Fly on the Ceiling by Julie Glass that explains and reviews how to plot coordinates. We will then plot a few coordinates as a whole group to ensure the students all understand how to use the coordinate plane system.
• Guided/Independent Practice: In small groups, each student will rotate taking turns finding coordinates at the station that they are in at the moment.
• Interactive floor grid coordinate- The Student will be finding coordinates on a 10’x8’ grid coordinate that is on the ground and resembles the second floor of the school.
• Battleship- students will be playing the game battleship so that each student must be able to read, speak, and find the coordinates to the boat they are trying to sink.
• Blue prints- the students will be working with blue prints of the school’s first floor and will be finding the coordinates to the rooms in the building.
• Coordinate finder- the students will be using a worksheet to find coordinates that create a picture.
• Closure: students will compare each other’s graffiti artwork to see what they wrote and why.
• Formative Assessment: Graffiti art wall- The students will be writing and drawing about what they learned from the lesson on the glass windows in different colors.
Objective: Whole group to small group lesson to learn how to identify the X and Y axis and will be able to plot and find coordinates.
TEKS Standard: (5th Grade)
(8) Geometry and measurement. The student applies mathematical process standards to identify locations on a coordinate plane. The student is expected to:
(A) describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin;
(B) describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane; and
(C) graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table.
Materials: book—A Fly on the Ceiling by Julie Glass; School 1st floor Blue Print; Interactive floor grid coordinate; Battleship, coordinate finder; Worksheet; Pencil; Dry erase markers; Interactive ceiling grid.
Academic vocabulary: X and Y axis, Origin, Coordinates, Plot, Quadrant 1, Ordered Pairs,
Anticipatory Set: Review the movements for X and Y axis.
Teaching Input: Today we will learn to use the Cartesian Coordinate system or you may also know it as coordinate plane system or plotting. You will be plotting and finding different coordinates, to do so you must be able to follow the appropriate steps to plot your coordinates.
Teacher Modeling: I will use a book A Fly on the Ceiling by Julie Glass that explains and reviews how to plot coordinates. We will then plot a few coordinates as a whole group to ensure the students all understand how to use the coordinate plane system.
• Guided/Independent Practice: In small groups, each student will rotate taking turns finding coordinates at the station that they are in at the moment.
• Interactive floor grid coordinate- The Student will be finding coordinates on a 10’x8’ grid coordinate that is on the ground and resembles the second floor of the school.
• Battleship- students will be playing the game battleship so that each student must be able to read, speak, and find the coordinates to the boat they are trying to sink.
• Blue prints- the students will be working with blue prints of the school’s first floor and will be finding the coordinates to the rooms in the building.
• Coordinate finder- the students will be using a worksheet to find coordinates that create a picture.
• Closure: students will compare each other’s graffiti artwork to see what they wrote and why.
• Formative Assessment: Graffiti art wall- The students will be writing and drawing about what they learned from the lesson on the glass windows in different colors.
The image above was a replica made of the school used to teach the students how to use the coordinate plane. The students had to identify and write the numbers on the X and Y axis and the find coordinates for the different classrooms.
Stem and Leaf Plot Lesson
Objective: Whole group to small group lesson on learning how to read and use a stem and leaf graph as well as other graphs that were previously covered on Monday and Tuesday.
TEKS Standard: (5th Grade)
(9) Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:
(A) represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots;
(B) represent discrete paired data on a scatterplot; and
(C) solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.
Materials: book—The Great Graph Contest by Loreen Leedy; tally graph activity; scatter plot activity; stem and leaf activity; bar graph activity; dot plot activity; worksheet; pencil; dry erase markers; .
Academic vocabulary: stem, leaf, key, data, represents, similarities, differences, table
Anticipatory Set: Analyze a stem and leaf graph from The Great Graph Contest book.
Teaching Input: Today we will learn to read and use a stem and leaf graph. You will be reading and constructing different stem and leaf graphs making sure to focus on the graphs’ key.
Teacher Modeling: I will use a book The Great Graph Contest to analyze an already made stem and leaf graph. I will then use a study jams video that goes over stem and leaf plot. We will then conduct a think pair share on how to read another graph.
• Guided/Independent Practice: In small groups, each student will rotate taking turns at the station that they are in at the moment.
• Tally Graph- students will be gathering data and making an individual and group tally graph.
• Scatter plot – students will construct a scatter plot graph from data that they must read, analyze, organize and display on their graph.
• Stem and leaf- Students will play a game to gather data and then will create a stem and leaf graph.
• Bar graph- students will use data that has already been gathered to create a group bar graph.
• Dot plot- students will be creating a dot plot from data that is gathered over the previous two days.
• Differentiated accommodations for students with disabilities and ELL:
Will use large print; students will use calculators or multiplication chart; students will be given verbal and visual cues to stay focused; immediate feedback and help will be given; students will be paired with a high student; students will be asked randomly throughout the activities to repeat what they learned and to try and relate it to something in their background knowledge.
• Closure: Students will compare each other’s graphs that were constructed in the stations.
• Formative Assessment: Gallery walk of the different graphs that were constructed by all the different groups.
Objective: Whole group to small group lesson on learning how to read and use a stem and leaf graph as well as other graphs that were previously covered on Monday and Tuesday.
TEKS Standard: (5th Grade)
(9) Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:
(A) represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots;
(B) represent discrete paired data on a scatterplot; and
(C) solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.
Materials: book—The Great Graph Contest by Loreen Leedy; tally graph activity; scatter plot activity; stem and leaf activity; bar graph activity; dot plot activity; worksheet; pencil; dry erase markers; .
Academic vocabulary: stem, leaf, key, data, represents, similarities, differences, table
Anticipatory Set: Analyze a stem and leaf graph from The Great Graph Contest book.
Teaching Input: Today we will learn to read and use a stem and leaf graph. You will be reading and constructing different stem and leaf graphs making sure to focus on the graphs’ key.
Teacher Modeling: I will use a book The Great Graph Contest to analyze an already made stem and leaf graph. I will then use a study jams video that goes over stem and leaf plot. We will then conduct a think pair share on how to read another graph.
• Guided/Independent Practice: In small groups, each student will rotate taking turns at the station that they are in at the moment.
• Tally Graph- students will be gathering data and making an individual and group tally graph.
• Scatter plot – students will construct a scatter plot graph from data that they must read, analyze, organize and display on their graph.
• Stem and leaf- Students will play a game to gather data and then will create a stem and leaf graph.
• Bar graph- students will use data that has already been gathered to create a group bar graph.
• Dot plot- students will be creating a dot plot from data that is gathered over the previous two days.
• Differentiated accommodations for students with disabilities and ELL:
Will use large print; students will use calculators or multiplication chart; students will be given verbal and visual cues to stay focused; immediate feedback and help will be given; students will be paired with a high student; students will be asked randomly throughout the activities to repeat what they learned and to try and relate it to something in their background knowledge.
• Closure: Students will compare each other’s graphs that were constructed in the stations.
• Formative Assessment: Gallery walk of the different graphs that were constructed by all the different groups.
![Picture](/uploads/4/5/9/3/45938667/capture3_1_orig.jpg)
Holocaust newspaper article
Students will:
· create a newspaper article with artwork on an event that occurred during the Holocaust.
· use the attached newspaper template to explain the facts of the chosen event.
Materials:
· Internet
· Encyclopedia
· Non-fiction books on the Holocaust
· Paper, colors, colored pencils, watercolor
· newspaper template handout.
Procedure:
Students will first be partnered up with another student.
Students will choose from one of the following Holocaust topics:
1. Aktion, Kristallnacht, Aryan Race, Auschwitz, Genocide, Lidice, Lodz, Josef Mengele, J Potsdam Conference, Wansee Conference, Warsaw Ghetto Uprising, Treaty of Versailles, Nuremberg Laws, Steamship St. Louis, Einsatzgruppen, Sonderkommandos.
2. The teacher will then go over the newspaper article and provide examples so that students are clear on the assignment.
3. The article needs to include who, what, where, when, why and how of the event selected.
4. Students will use the computers in the computer lab and classroom to access the topic they have chosen. The teacher will direct them to the websites that contain information on the Holocaust.
5. The following websites have information regarding Holocaust art. These websites should help students complete the art portion of the activity.
o http://art.holocaust-education.net/
o http://fcit.usf.edu/holocaust/arts/artVicti.htm
o http://www.remember.org/komski/index.html
6. For information on the events, students may consult the following websites:
o U. S. Holocaust Memorial Museum
o http://www.writing.upenn.edu/~afilreis/Holocaust/wansee-transcript.html
o http://prorev.com/wannsee.htm
o http://www.historyplace.com/worldwar2/biographies/heydrich.htm
o http://motlc.wiesenthal.com/site/pp.asp?c=gvKVLcMVIuG&b=394665
7. The teacher will hand out the newspaper article template.
8. The newspaper article should be at least one page (Lead story 175-225 words) (Secondary story 75 125 words).
9. The newspaper article should contain at least one picture the relates to the topic the pair of students have chosen.
10. After students have completed their newspaper article they will read it and share their picture with the class.
11. After the entire class has presented their newspaper articles they will be hung up in the classroom as a collage of several newspaper articles that may have been seen during the time of the Holocaust.
Evaluation/Assessment: the assessment will be in three parts-
1. The first part will be the completion of the newspaper article. The newspaper article should clearly show that the article was published during the time of the Holocaust. The newspaper article should also have at least one picture that ties together with their topic.
2. The second part will be based upon the student’s cooperation putting the newspaper article together. The quantity and the quality will both be taken into consideration. Each student needs to write their name on what they contributed.
3. Students will then individually write an essay consisting of an (Introduction of their topic, one paragraph about what they knew about the topic, one paragraph on what they learned about the topic, one paragraph on how it made them feel about the topic, Conclusion).
TEKS: Grade 6
Social Studies: 17D,E, 19A,21A,B,C,D,E, 22B,D,E,F
Language Arts: 2B,E, 9, 10,A,B,C,D, 12A,B, 17A,B,C,D, 22,A,B, 23A, 25,A,B,C 27, 28,
Students will:
· create a newspaper article with artwork on an event that occurred during the Holocaust.
· use the attached newspaper template to explain the facts of the chosen event.
Materials:
· Internet
· Encyclopedia
· Non-fiction books on the Holocaust
· Paper, colors, colored pencils, watercolor
· newspaper template handout.
Procedure:
Students will first be partnered up with another student.
Students will choose from one of the following Holocaust topics:
1. Aktion, Kristallnacht, Aryan Race, Auschwitz, Genocide, Lidice, Lodz, Josef Mengele, J Potsdam Conference, Wansee Conference, Warsaw Ghetto Uprising, Treaty of Versailles, Nuremberg Laws, Steamship St. Louis, Einsatzgruppen, Sonderkommandos.
2. The teacher will then go over the newspaper article and provide examples so that students are clear on the assignment.
3. The article needs to include who, what, where, when, why and how of the event selected.
4. Students will use the computers in the computer lab and classroom to access the topic they have chosen. The teacher will direct them to the websites that contain information on the Holocaust.
5. The following websites have information regarding Holocaust art. These websites should help students complete the art portion of the activity.
o http://art.holocaust-education.net/
o http://fcit.usf.edu/holocaust/arts/artVicti.htm
o http://www.remember.org/komski/index.html
6. For information on the events, students may consult the following websites:
o U. S. Holocaust Memorial Museum
o http://www.writing.upenn.edu/~afilreis/Holocaust/wansee-transcript.html
o http://prorev.com/wannsee.htm
o http://www.historyplace.com/worldwar2/biographies/heydrich.htm
o http://motlc.wiesenthal.com/site/pp.asp?c=gvKVLcMVIuG&b=394665
7. The teacher will hand out the newspaper article template.
8. The newspaper article should be at least one page (Lead story 175-225 words) (Secondary story 75 125 words).
9. The newspaper article should contain at least one picture the relates to the topic the pair of students have chosen.
10. After students have completed their newspaper article they will read it and share their picture with the class.
11. After the entire class has presented their newspaper articles they will be hung up in the classroom as a collage of several newspaper articles that may have been seen during the time of the Holocaust.
Evaluation/Assessment: the assessment will be in three parts-
1. The first part will be the completion of the newspaper article. The newspaper article should clearly show that the article was published during the time of the Holocaust. The newspaper article should also have at least one picture that ties together with their topic.
2. The second part will be based upon the student’s cooperation putting the newspaper article together. The quantity and the quality will both be taken into consideration. Each student needs to write their name on what they contributed.
3. Students will then individually write an essay consisting of an (Introduction of their topic, one paragraph about what they knew about the topic, one paragraph on what they learned about the topic, one paragraph on how it made them feel about the topic, Conclusion).
TEKS: Grade 6
Social Studies: 17D,E, 19A,21A,B,C,D,E, 22B,D,E,F
Language Arts: 2B,E, 9, 10,A,B,C,D, 12A,B, 17A,B,C,D, 22,A,B, 23A, 25,A,B,C 27, 28,
![Picture](/uploads/4/5/9/3/45938667/capture4_1_orig.jpg)
Air Pressure Lesson
Grade Level of Lesson Taught: Grade 5
Scientific Content
We will learn about air pressure while conducting it. The object is get the hardboiled egg into a bottle without breaking the egg. We will do this by placing matches inside of the glass bottle creating less air pressure on the inside of the bottle than on the outside of the bottle. The force on the force on the outside of the egg will push the egg into the glass bottle.
Air pressure
noun
air pressure. (n.d.). Dictionary.com Unabridged. Retrieved April 04, 2016 from Dictionary.com website http://www.dictionary.com/browse/air-pressure
Inquiry Based
Science TEKS Alignment
Grade 5
(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:
(D) design an experiment that tests the effect of force on an object.
The students will see the force that is created when there is less air pressure on the inside of the glass bottle than on the outside of the glass bottle. They will see this by watching the egg go from being on the outside of the bottle than going inside the glass bottle.
Assessment
First assessment was an oral assessment to see if the students understood what air pressure and force was. This was important for the students to know as the lesson revolved around the two concepts. This was effective as the students were able to tell what the difference between the two of them.
Second assessment was a short essay. In the essay the students had to write about what the experiment was about (air pressure, force). The students had to give one example that can be related to the experiment. Finally, the students had to write what they learned in the experiment.
Grade Level of Lesson Taught: Grade 5
Scientific Content
We will learn about air pressure while conducting it. The object is get the hardboiled egg into a bottle without breaking the egg. We will do this by placing matches inside of the glass bottle creating less air pressure on the inside of the bottle than on the outside of the bottle. The force on the force on the outside of the egg will push the egg into the glass bottle.
Air pressure
noun
- The force exerted by air, whether compressed or unconfined, on any surface in contact with it.
air pressure. (n.d.). Dictionary.com Unabridged. Retrieved April 04, 2016 from Dictionary.com website http://www.dictionary.com/browse/air-pressure
Inquiry Based
- Ask questions about, air pressure, and events in the environment.
- Use appropriate tools and techniques to gather and interpret data.
Science TEKS Alignment
Grade 5
(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:
(D) design an experiment that tests the effect of force on an object.
The students will see the force that is created when there is less air pressure on the inside of the glass bottle than on the outside of the glass bottle. They will see this by watching the egg go from being on the outside of the bottle than going inside the glass bottle.
Assessment
First assessment was an oral assessment to see if the students understood what air pressure and force was. This was important for the students to know as the lesson revolved around the two concepts. This was effective as the students were able to tell what the difference between the two of them.
Second assessment was a short essay. In the essay the students had to write about what the experiment was about (air pressure, force). The students had to give one example that can be related to the experiment. Finally, the students had to write what they learned in the experiment.
School projects
Created by: Justin Yepez
Created by: Justin Yepez