4tune8lyme

http://www.slideshare.net/4tune8lyme/technology-work-sampling-1390180

Falls Church, Virginia has a population of 11,200, the City is known for its urban village community, quality customer service, nationally ranked school system, environmental activism, and endless community activities.

School Culture:
There are 622 students within a richly designed, modern physical plant.  The school first opened in 1952, and since has experienced a variety of changes including major additions (3 modular buildings), an address change, and the incorporation of the entire student population of Walnut Hill Elementary. The main building, a single story brick building, is where the  majority of the classes are held.  Although the main building is old, it is extremely well maintained and does not show its age.  Within the main building is a large library, a grand gymnasium, an impressive computer lab and just outside the building is a beautiful outside PTA-sponsored courtyard.  Surrounding the main building are several perminent modular buildings.  Currently the  4th and 6th graders are using three of these modulars.  There are also two more used for music just near by.  The playground, offers a tennis court, basketball court and the usual jungle gym, and swings

Communication among teachers:

The principal, Lynn Brown, is a strong supporter of team building and resource sharing.  She is often encouraging her staff members to communicate with one another and share resources.

Weekly team planning allows teachers to coordinate ideas and activities with grade-level teachers and other professionals. Staff members pursue professional growth opportunities and generously share their expertise with each other.

Student Demographics:
Languages Spoken:
Most common language spoken is English, Vietnamese and Spanish yet Falls Church is a somewhat ethnically diverse city. The people who call Falls Church home come from a variety of different races and ancestries. The most prevalent race in Falls Church is White, followed by Asian. Important ancestries of people in Falls Church include English, Irish, German, Italian, Scottish, Polish, and Scotch-Irish.

49% student population limited proficiency in English.

Ethnicity:
Asian or Pacific Islander: 24%
Black (Not of Hispanic Origin): 3%
Hispanic: 51%
White (Not of Hispanic Origin): 16%
Other: 6%

Percentages of student using special services:
General Education: 57%
Gifted School-Based: 27%
ESOL: 44%
Special Education Services: 18%

Ratio of male to female:
Female: 45%
Male: 55%

Percentage of students on free/reduced lunch
Yes: 51%
No: 49%

Socio-economic level
The median family income is $94,500 and per capital income is $41,052 as of the 2000 Census with a Medium income of $79,924 per individual in 2000.

Degree of transience:
19.84% school mobility rate

Parents’ level of education and involvement in school:
72.7 % of householder’s posses a bachelor’s degree or higher
9.4 % of graduates seek post-secondary education

Special Programs:
English for Speakers of Other Languages (ESOL)
FECEP/Head Start
Full-day Kindergarten
Project excel
School-aged child care (SACC)
Title 1
Young scholars
Positive Behavior Support (PBS)
After school programs for remediation and enrichment
ESOL parent partners (weekly parent class)
PTA and school developed Out Door Classroom
PTA-sponsored tutorial program
GMU PDS
Student recognition programs for academic achievement and citizenship

Relationship between school population and community:
The school draws its students from the surrounding neighborhoods.
Business Partnership: BRTRC.
Westlawn Elementary school is not a magnet school.

More Information:
The City operates under the Council-Manager form of government and is one of the two geographically smallest cities in Virginia, at only 2.2 square miles.
The City is 2.2 square miles
It is one of the two geographically smallest cities in Virginia
11,200 people reside in the City
9,500 people work in the City
Combined, the City of Falls Church government and public schools is the largest employer in the City
9.4 percent of graduates seek post-secondary education
Cassettes, videocassettes, and a local history collection
The median family income is $94,500 and per capita income is $41,052 as of the 2000 Census
The media age of City residents is 39.7
The City has a mix of single-family homes and multi-family units:
2,351 single-family detached (median assessment - $651,600)
569 townhouses (median assessment - $622,300)
734 condominiums (median assessment - $332,200)
1,470 apartments
34 percent of households contain children
Nearly 1 in 5 householders are age 65 or older
72.7 percent of householders posses a bachelor’s degree or higher
There are two state historical markers in the City: The Historic Falls Church and Tinner Hill
Medium income (2000) $79,924

Implications:

Westlawn has approximately 622 students. 51% of the students are male with the remaining 49% female. The population can be described in terms of diversity as 51% Hispanic and 24% Asian and Pacific Islander with the remaining percentages of Black, White and Other. Of this population 49% has limited English proficiency; therefore, we at the school must translate all take home communications such as newsletters, students rights and responsibility guidelines. We offer document translations mainly in Spanish and Vietnamese. What’s more we must have translators available onsite for parent-teacher meetings. The school offers Spanish and Vietnamese parent liaisons. The school is rich in resources and many staff members are bi-lingual including the current acting Principal. The school also continues to offer ESOL services to the students and has a program for parents once a week called Parent Partners.

The school draws its population from the surrounding neighborhood where many families appear to be struggling to make ends meet. The surrounding area is mainly populated with second language learners and non-English speakers. For such reasons, many families work long hours and even several jobs. This implies that many parents are not home when their children get home from school, this is why we must offer after school programs such as, School Aged Child Care Services (SACC) and daily Math and Reading inclusion services. We must also offer our students extra help services through resource teachers, math and reading specialists and instructional assistants. Additionally, teachers must be sensitive to the circumstances of many of the students when assigning homework. For example assigning homework that requires a computer and Internet access should be carefully considered. If the assignment is necessary then the teacher must provide an adequate amount of time so that students can stay at school on homework club Tuesdays or go to (SACC) or go to the library one day after school.

Also, the school is Title-I, which means it received federal funds to provide services to the school based on student economic needs. The goal of Title-I is to provide a high-quality education for every child. The program allows the school to provide extra help to students who need it the most. Westlawn also offers federally funded services to 51% of the student population in free and reduced lunch services. With that said, Westlawn continues to provide services such as, Family Math Night, Family Reading Night, Learning Fair, and Rising Stars. These programs and services are important to keeping parents educated and involved in their child’s educations. These programs are also important in that they keep parents informed about the school and the community, not to mention its helps parents feel more comfortable communicating with the school.

In an effort to build a diverse learning community at Westlawn the school offers many teacher communication workshops, team building exercises and tools such as Kagan. The school has developed relationships with business partners (BRTRC), has an outstanding PTA that sponsors and offers additional student resources and activities such as school supplies and extra curricular workshops that extend learning outside the school. Also, Westlawn administrators understand the implications for highly populated schools this is why there are at least four teachers in the upper grade levels and an average of five teachers in the lower grades. The school tries to reduce class sizes to approximately 20 students maximum in the upper grades and 16 or so in the lower grades.

It is really true that teachers’ conversations follow a challenge, solution and result formula. Just today I had at least two of these conversations. My cooperating teacher and I have been struggling to reach one of our students, “S”. “S” is a new student, and joined the school year in September and will be returning to his native country at the end of the year. His mom isn’t interested in her son’s progress in English and does not support her son’s course work. This really challenges us. As teachers, we really want to see progress and help each student succeed. “S” is obviously a ESOL student and has slowly but surely made huge leaps in his progress but continues to perform way below grade level. My cooperating teacher and I have been looking for ways to help him and have not been too successful until….. This a few weeks ago taught a social studies lesson focused on reviewing George Washington and Abraham Lincoln. First we looked at the KWL chart they had previously created. Then, I opened up a PowerPiont presentation of Guess the Important Person. The Powerpoint focused on facts about Lincoln. By the time I got to the third slide, most of the students already knew it was Lincoln. This was the goal. Next, I pulled up a Smart Board Venn Diagram picture sort. The students needed to sort the pictures into the correct circle and identify the pictures that were common to both Presidents. This was done as a group. I selected students to sort. When I selected “S” to sort, he seemed confident and answered correctly. This was a great lesson and the students had a great time. Anyway, I called my cooperating teacher to check in since I did not get to see her or communicate with her the following day. She called to tell me that she gave the class the comparison assessment. Naturally, I asked how it went and how the students scored. She asked me to guess who received a G, and yes, yes you guessed it…… It was “S”. Obviously “S” needed to physically touch the board in order to get it. I am so glad we have discovered what makes him tick.

Title: Plant Unit Life George Washington Carver-Movement Integration

Introduction

Prior to this lesson students will learn about the life of Washington Carver, George Washington and Abraham Lincoln. They will also learn about the contribution that each has made.

I. Objectives

- Students will be able to match up facts about famous people including George Washington, Washington Carver and Abraham Lincoln.

· Standard

Social Studies SOL 1. 2

The student will describe the stories of American leaders and their contributions to our country, with emphasis on George Washington Carver:

A) He was an African American who studied science and plants.

B) He became a teacher.

C) He developed hundreds of uses for peanuts, sweet potatoes, and soybeans

English SOL 1.1

The students will continue to demonstrate growth in the use of oral language.

a) Listen and respond to a variety of media, including books, audiotapes, and videos, and other appropriate materials.

b) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs and stories with repeated patterns.

c) Express ideas orally in complete sentences.

Arts Standards

1.20 The students will describe and discuss ideas and emotions communicated in works of art

1.5 The students will create art form real and imaginary sources of inspiration.

II. Materials for Learning Activities

· Book: A Weed is a Flower: The Life of George Washington Carver

· KWL: Chart of Lincoln and Washington

III. Procedures for Learning Activities (90 - minutes)

· Introduction (5 minutes)

- The teacher will gather students at the carpet one table at a time.

- The teacher will present the book A Weed is a Flower: The Life of George Washington Carver and perform a read aloud.

- The teacher will quickly review some facts about Washington and Lincoln from the KWL chart.

- The teacher will inform the students that they will be moving during the lesson and to maintain control of their bodies, voices and learning (class rules).

Instructional strategies (45 minutes)

- Teacher will line up all the students and place a sticker on their backs.

- The teacher will tell the students that they are one of the famous people they have been studying and their job is to find someone else in the class that is the same person.

- The students will be instructed to use close ended questioning and can only answer in one word yes or now answers.

- The students are already familiar with Hand up – pair up- share (Kagan strategies) which will be the management strategy used to organize this activity.

- The teacher will ask the student to find “My space” and when she counts to “3” everyone should put their hands up and pair up and begin their hunt.

- The teacher will circulate as the students work; teacher will take notes and assist when necessary.

- When the students have met their partners they will be required assist others find their partners.

- Once all the students have identified who they will gather at the carpet to share their strategies.

· Summary (5 minutes)

- Teacher will select students to share their strategies.

- What questions did they ask and how they figured out who they are?

- How many question and people did it take?

· Assessment

- The student will be assessed on their knowledge of the important people though discussion at the carpet.

- Teacher will also assess their learning based on their whether they found their partner or not.

- Teacher will also record her observations on a clip board.

· Extension and connections

- The teacher can continue to add famous people to the game as an extension.

- This assignment can also be used with plant parts.

IV. Differentiation

· Some students will not participate in this activity. Those students will be put on the computer where they will watch mini-clips about the three important people.

· These students can work individually or together.

· The teacher will have a picture sort for these students to complete upon completion of the video clip.

· This is an opportunity for bodily/kinesthetic and Interpersonal learners to demonstrate their knowledge of their famous person.

Grade Level: 1 Title: Plant Unit – Units of Time Drama

Introduction

In Math the students have been working on learning to tell time on an analogue clock. The children must also develop an understanding for things that can occur in specific time period (things that can take minutes, versus hours, days, week, months or years).

I. Objectives

- Students will be able to make generalization about the length of time a specific activity might take by sorting pictures by attribute.

· Standard

Math SOL 1.20

Students will sort and classify objects according to one or more attributes, including color, size, shape and thickness

English SOL 1.1

The students will continue to demonstrate growth in the use of oral language.

a) Listen and respond to a variety of media, including books, audiotapes, and videos, and other appropriate materials.

b) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs and stories with repeated patterns.

c) Express ideas orally in complete sentences.

Arts Standards 1.20

The students will describe and discuss ideas and emotions communicated in works of art

II. Materials for Learning Activities

· Book: A Seed a Flower a Minute, an Hour

· Smart Board Picture Sort

· Dramatization of activities performed in a minute vs hour

III. Procedures for Learning Activities (40 - minutes)

· Introduction (5 minutes)

- The teacher will gather students to the carpet one table at a time.

- The teacher will perform a read aloud of book: A seed a flower a minute, an hour.

- Teacher will ask the students to listen to the story noticing the tasks performed and the length of time it takes to perform them.

- Students will be seated on the carpet in LLP (Listening Learning Position a.k.a criss cross applesauce). Students may ask question and share comments when they use appropriate behavior (i.e. raise their hands and maintain respect for their classmates, control their learning, voice and body.

- The students will warm-up with a Play Ball energizer.

· Instructional strategies (45-60 minutes)

- The teacher will show & read the book: A seed a flower a minute, an hour.

- Students are listening attentively, paying special attention to the activities.

- The teacher and students will discuss the activities and decide if the activity should take a few minutes, hours, days weeks, years etc.

- The teacher will open Smart Board and give the students a few minutes to look at the pictures and decide where they would go.

- Students will turn and talk to their shoulder partners.

- Students will be in LLP on the carpet engaging in conversation. Students will be asked to raise their hands to share.

- The teacher will select student to move items into the correct category on the Smart Board, sorting the pictures of activities by time (minute, hours, days, weeks, years, etc.)

- Teacher will ask students to get in a circle.

- Students will be seated around the edge of the carpet area in Listening Learning Position (criss cross apple sauce).

- Teacher will select student names out of an envelope, when chosen a student has to perform or act-out an activity students have to guess the activity (3 guesses).

- Once the activity is identified, the center student must categorize the activity by length of time. The class will agree or disagree.

- The activity will be repeated until most students have taken a turn.

- The teacher will facilitate this process.

· Summary (5 – 10 minutes)

- Teacher will ask the students to join her in a quick game of Mrs. Nader says.

- The students will stay at the carpet to do a picture sort.

- Students that can not cooperate will be sent to their desks and asked to sort a few activities (presented as pictures) by time.

· Extension and connections

- This activity can be modified by the teacher. Teacher can pre-make index cards with an activity that the person in the center of the circle has to act out.

Assessment

· Students will be assessed through their classroom discourse in abilities to make generalization of the length of time it takes to perform specific activities.

· Students will be assessed through their individual activity sort.

IV. Differentiation

· Students will work as a whole group and with the facilitation of the teacher.

· The teacher will select student to answer question (students will raise their hands or be selected based on an area of strength).

· Students will use a Smart Board and turn to talk.

· This is an opportunity for logical-mathematical, and the bodily-kinesthetic learners to demonstrate their knowledge of time.

Grade Level: 1 Title: Plant Unit Life Cycle- Dance Arts Integration

Introduction

Before this lesson the students will learn about the life cycle of plants. The students will learn about the changes a plant undergoes. The students will continue to observe and record the changes in the plants the students planted in the school garden. Students would have previously identified the changes the plants have undergone. The teacher would have previously established rules of movement activities and introduced the plant dance activities.

I. Objectives

- Students will be able to demonstrate their knowledge of the life cycle of a plant by expressing the various cycle changes and stages.

· Standard

Science SOL 2.4

The students will investigate and understand that plants and animals undergo a series of orderly changes in their life cycles. Key concepts include

b) Flowering plants undergo many changes, from the formation of the flower to the development of the fruit.

English SOL 1.1

The students will continue to demonstrate growth in the use of oral language.

a) Listen and respond to a variety of media, including books, audiotapes, and videos, and other appropriate materials.

b) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs and stories with repeated patterns.

c) Express ideas orally in complete sentences.

Arts Standards

1.20 The students will describe and discuss ideas and emotions communicated in works of art

1.5 The students will create art form real and imaginary sources of inspiration.

II. Materials for Learning Activities

· Book: Life Cycles, Sunflower by David M. Schwartz

· Space- the class will move outdoors or to a larger space indoors.

· Plant Life Cycle worksheet

III. Procedures for Learning Activities (90 - minutes)

· Introduction (5 minutes)

- The teacher will gather students at the carpet one table at a time.

- The teacher will present the book Life Cycles: Sunflower by David M. Schwartz and perform a read aloud.

- The teacher will inform the students that they will be moving and dancing to demonstrate their knowledge of the plant cycle they have been talking about.

- This is when the teacher discusses the behaviors she expects to see.

- The teacher will remind the students to control their voices, bodies and learning.

- The teacher will warn the students that if they can not handle the activity they will return to the classroom and work on a worksheet (cut out and order pictures of the plant life cycle.)

· Instructional strategies (45 minutes)

- The Teacher will guide the student outside to the play ground and students will be asked to establish “My space”.

- The teacher will group the students, six students per group.

- The teacher will give each student a number between one and six.

- The students with the same numbers will gather.

- The group will discuss the various stages and based on their number decide on the movement to represent this stage. (Seeds scatters, then sprout, then grow, bees pollinate, form seeds and then fruit).

- The teacher will circulate as the students work to take notes and assist when students as necessary.

- The students will be given a 5 minute to make final touches to their dance.

- The Students in each group will present their stage dance.

- The teacher will reorder the students making sure that each group has a person from each of the six stages in each group.

- The students will be asked to line up side by side in number order and practice the final dance as a group.

- The students will be given time to practice.

- The students will perform their movements in turn demonstrating the entire cycle.

- The teacher will circulate while students are grouped and working to facilitate cooperation and collaboration.

- The teacher will keep time and facilitate.

- The teacher will ask for video camera to record final dance.

· Summary (5 minutes)

- Teacher will lead the students back to the classroom asking the students to meet her at the carpet to share their experiences.

- The teacher will have the student identify the six stages of the plant life cycle.

· Assessment

- Teacher will be assessed on their knowledge of the plant parts through their dance creations.

- Teacher will also assess their learning based on their group and class discussions.

- Teacher will record her observations on a clip board.

· Extension and connections

- The students can work on this for one more day, this time the students can switch roles until all the students have preformed all the stages in the cycle.

IV. Differentiation

· Students will work in groups.

· The teacher will pick specific student to demonstrate specific stages based on ability level.

· Video of the cycle will be available to the students to view on the computers during rotations.

· This is an opportunity for bodily/kinesthetic and Interpersonal learners to demonstrate their knowledge of the plant parts.

Grade Level: 1 Title: Plant Parts -Visual Arts Integration

Introduction

Before this lesson the students will learn about the parts of a plant by looking at a live plant, perhaps the one they planted weeks before. They will be familiar with the terminology. They observe the plants to discuss and identify the changes the plants have undergone. There will be plants of various stages to examine.

I. Objectives

- Students will be able to demonstrate their knowledge of the six basic parts of a plant by creating art.

· Standard

Science SOL 2.4

The students will investigate and understand that plants and animals undergo a series of orderly changes in their life cycles. Key concepts include

b) parts of the plant (seeds, roots, stems, leaves, blossoms, fruits)

English SOL 1.l

The students will continue to demonstrate growth in the use of oral language.

a) Listen and respond to a variety of media, including books, audiotapes, and videos, and other appropriate materials.

b) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs and stories with repeated patterns.

c) Express ideas orally in complete sentences.

Arts SOL

1.20 The students will describe and discuss ideas and emotions communicated in works of art

1.5 The students will create art form real and imaginary sources of inspiration.

II. Materials for Learning Activities

· Book: The Reason for a Flower

· Paper Plates

· Construction paper

· Markers

· Paper-Towel Tubes

· Pipe-Cleaners

· Pom poms

· Paint brushes

· Water paint

· Pre-made labels (magnetic and sticky)

III. Procedures for Learning Activities (60 - minutes)

· Introduction (5 minutes)

- The teacher will gather students to the carpet one table at a time.

- The teacher will present the purpose of the lesson which is to demonstrate the parts of the plant.

- The teacher will ask the student to raise their hands and name the parts of a plant.

- The teacher will create a drawing as the students name the parts.

- Then the teacher will label the parts using pre-made magnetic labels.

· Instructional strategies (50 minutes)

- Teacher will read the book: the reason for a flower

- Teacher will show the pictures as she reads aloud to activate prior knowledge about the flower and its parts.

- The teacher will show the students the stations and explain that the student will be given a choice of either the Paper Plate Flower or Painting on paper.

- Specific students will be told which station to go to.

- Students will have the choice to work along or with a partner.

- The teacher will quickly demonstrate how the students can use the supplies in their artwork in both stations.

- The remaining students will decide which stations to go to.

- The teacher will tell the students that 4 people can be at a station at a time.

- The students will be released a few at a time, by the teacher, to begin their artwork.

- The students can use as little or as much material as they want to create a flower (plant) as long as they label the parts at the end. (labels will be provided at the workstations)

- The teacher will have prepared 6 workstations, 3 with Paper Plate Art and 3 with water painting.

- The teacher will play seed songs as they work.

- As students work the teacher will circulate and help students.

- The teacher will select students to share as she walks around.

- The students will be given a 5 minute to clean up.

· Summary (5 minutes)

- Teacher will meet the students at the carpet.

- Students will share their artwork and show the plant parts.

· Assessment

- Teacher will assess the students on their knowledge of the plant parts through their art creations.

- Teacher will assess the students on their knowledge of the plant parts through questions.

· Extension and connections

- Students finished early can gather at a table to try and write a song to help remember the parts of the flower and their function.

IV. Differentiation

· Students will work individually or in pairs.

· Students will be given choice on the type of art (paper plate or water painting)

· Having the choice to work alone for this assignment allows the Intrapersonal learners to demonstrate their knowledge.

· Specific students will be given partners to work with to complete the assignment.

· This is an opportunity for bodily-kinesthetic , visual-spatial,, intrapersonal and Interpersonal learners to learn and demonstrate their knowledge of the plant parts.

Grade Level: 1 Title: Plant Unit –Music Integration

Introduction

The students will begin the plants unit by noticing buds on the trees at our school community garden. The students will journal their observations in their Tree Journal and discuss the signs of the spring season. Additionally, the students will examine soil and understand its importance. The students will learn about the purpose of seeds and bulbs. They will plant flowers using bulbs. They will also investigate fruits with seeds and discuss the seed parts. The students will learn how seeds travel from place to place.

I. Objectives

- Students will be able to identify a plant’s needs for which to strive and grow.

· Standard

Science SOL 2.4

The students will investigate and understand that plants and animals undergo a series of orderly changes in their life cycles. Key concepts include

a) Flowering plants undergo many changes, from the formation of the flower to the development of the fruit

English SOL 1.l

The students will continue to demonstrate growth in the use of oral language.

a) Listen and respond to a variety of media, including books, audiotapes, and videos, and other appropriate materials.

b) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs and stories with repeated patterns.

c) Express ideas orally in complete sentences.

II. Materials for Learning Activities

· Smart-Board

· Smart-Board File with Songs and Sort

· Laptop Computer

· CD Player

· Old McDonald Song

· Pointer

· Recorder

III. Procedures for Learning Activities (20 - minutes)

· Introduction (5 minutes)

- The teacher will gather students to the carpet one table at a time.

- The teacher will present the purpose of the lesson which is to learn and review the things plants need to grow.

- The teacher will ask the student to pay attention to what the songs told us plants need.

· Instructional strategies (10 minutes)

- The teacher will display the song lyrics on a Smart Board so that the teacher can later circle the essential plant needs from the songs.

- The teacher will select students to hold the pointer and direct the reading.

- Students will be seated on the carpet in LLP (Listening Learning Position aka criss cross applesauce) and will read chorally.

- The teacher will prepare the student to sing the songs by playing the song tune.

- Students are listening attentively as the song plays, paying special attention to the tune.

- The teacher will ask the students to sing the songs with the teacher.

- The teacher will keep the songs displayed on the Smart Board and ask the students to turn and talk to their shoulder partners about the plants’ needs.

- The Teacher will give them time to discuss.

- Students will be in LLP on the carpet engaging in conversation. Students will be asked to raise their hands to share.

- Teacher will underline the essential plant needs. And help the student make some inferences about the plants needs from the songs.

- Students will sing songs again.

- The students will select their favorite ones by majority.

- The teacher will record the class singing the songs and add it to the listening station rotation so students can hear it through out the day.

· Summary (5 minutes)

- Teacher and students will review the plant needs using a Smart Board song lyrics.

- The teacher will lead the students on a picture sort.

- The teacher will select student to approach the smart board to sort picture.

· Extension and connections

- In the days before or days after the students can perform science experiments with plants depriving the plant of the needs. Putting plants in the dark, no water, placing a glass over the top etc; and recording the results in a journal.

Assessment

· Students will be assessed informally through observations to see if students demonstrate knowledge of the needs of a plant. Will they raise their hands to answer question? If they raise their hands are they making educated guesses? Are they using the lyrics and their prior knowledge (taking their abilities into account) to respond.

· Teacher will have a student list available to keep records.

· The teacher will place a check mark by the names of students that can identify the plant needs.

IV. Differentiation

· Students will work as a whole group and with the facilitation of the teacher.

· The teacher will select student to answer question.

· Students will use a Smart Board and turn to talk (This helps students that don’t like to take risks, or are shy).

· Students will have the use of the song to refer to later (copies can be distributed to specific students who need this extra help).

· A good opportunity for the visual-spatial, musical and linguistically intelligent students to excel.

Grade 1

The Way We Grow!

I. Science

a. Plants

II. Math

a. Time

III. Drama

a. Plant (seed to flower)

IV. Music

a. Seed, Plant, Time Songs

V. Language Arts

a. Books and Songs

VI. Dance/Movement

a. Who am I

b. Plant Life-cycle dance

VII. Social Studies

a. George Washington Carver

VIII. Art

a. The parts of a flower

i. Water painting

ii. Paper plate art