Reading and Understanding Written Math Problems Teacher-student interactions, as well as peer interactions, are critical for learning. Because of the diversity in experiences and backgrounds that ELLs bring to the classroom, it is essential to prepare lessons that can address a wide range of needs.
When you "launch" a paper airplane, your throw is the "thrust" or movement that starts it flying, after that your plane will "glide" with air under its wings until it lands. All those factors together determine how far a plane can fly. Essential Questions Use these essential questions to help shape student discussion: How do airplanes fly?
What characteristics help an airplane fly? Common Core Standards Participate in shared research about a topic. Organize, represent, and interpret data; ask and answer questions about the total number of data points, how many are in each category, and how many more or less are in one category than in another.
Paper Airplane Laboratory 5 minutes As students work on their paper airplanes, instruct them to focus on the size of the plane large, medium, smallweight light or heavyand wing structure long and thin, short and wide, big like a butterfly, etc.
Students work for three to four minutes at their desks to create a paper plane. Students who finish early can write a hypothesis about how far their plane will fly and support their hypothesis with information about their plane. Launch Lesson 10 minutes One at a time, students come to the front of the room, describe their plane, and "fly" it.
Graphing Plane Flight minutes Ask students track their planes' flights, use Elmer's foam board to create a chart of how far each plane flew.
Have students choose a marker color to represent their plane and mark the distance their plane flew on the foam board. When you're finished, decorate and label your graph. Wrap Up 5 minutes As a class, discuss your data. What do you notice?
Which plane flew the farthest? Did any planes fly the same distance?
Complete your KWL chart: What did you learn about how planes fly? Did anything we knew about planes change based on our activity?
Have students write in their information for each category: Then, analyze the data to show various ways of presenting your information. For example, draw a bar graph to show how far each plane flew or create a bar graph comparing the planes' wing sizes and the distance they flew.
Or calculate and tally your class's data using a computer program, such as Microsoft Excel. Brainstorm adjectives that are ways of flying. Using your whiteboard, sort objects and animals according to words that describe how they move through the air.
For example, squirrels and hang gliders "glide. Extension Activities Have students record a hypothesis about how far their plane will fly, or about the data you collect during the plane activity.
Then have students write a reflection about their hypothesis. If they were going to make another paper airplane, what would they do differently? How does it change the plane's "trajectory" or flight?Hello, everyone. This is Dare2Teach.
I am creating this thread because I would like to ask you all your thoughts about this situation. Roughly a month ago, I applied for a Kindergarten Aide position at a local school in my county.
To write an effective lesson plan, you must define the Anticipatory Set. This is the second step of an effective lesson plan and should be written after the Objective and before the Direct Instruction.
Let's say that you are writing a lesson plan on nutrition. For this unit plan, your objective (or goals) for the lesson are for students to name a few food groups, identify the food groups, and learn about the food pyramid.
Teacher preparation. Effective lesson planning requires a number of steps from initial preparation to the final review of material. This Lesson Plan Checklist for The Sheltered Instruction Observation Protocol (SIOP) offers a general roadmap for that process..
Once you get started, survey your target content to. The best way to approach this is to start by writing measurable, learning objectives. Effective learning objectives use action verbs to describe what you want your students to be able to .
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