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timeframe maps, nearby, far away, long ago, the present

understand directional orientation, map scales, and locating places on a map

expressing location, relative (use of cardinal directions) and absolute location (turn right at the purple house)

mental maps, create a map for new students of the school (drinking fountain, bathroom, cafeteria, etc.)

teach map color for elevation maps

For my TIP lesson, I am introducing the 7 continents and the 5 oceans. I am surprised that the classroom does not have a globe. Our TRC has 3 small globes, but the students are not allowed to check them out ??  I am going to order a set of 6 small globes for the students to use in my lesson. I agree with Parker, that the students need to have a globe to visually see that the Earth is not flat like a paper.

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using the globe to track immigration
Google Earth is a virtual globe that enhances learning experience by providing authentic experiences than the traditional globe
Students will ask and answer questions, research and analyze, evaluate,
interpret relationships
identify geographic locations and features
explore past and present places and environments

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encourage students to examine and evaluate
land usage
laws of protection
ways that people help each other
1. Family assist in observing and discussing outside signs, addresses, lights, road marks, as they travel
2. using a community map, students will locate and mark the school, roads, their house on the map along with places that they visit
3. use extension questions to assist students in critical thinking, what happens if we have too many stop signs, not enough stop signs, how do postman know where to deliver the mail, what is outside of our city, etc.
4. discuss the role of the government and the rights of individuals

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Regions are a way to organize information
Regions have common characteristics and relationships exist among regions (result from physical and human systems)

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movements results in patterns
Patterns are formed by the movement of ideas, products, and capital
movement involves linkages
linkages involve transportation and communication networks
movement demonstrates interdependence, occurs at a variety of scales

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How people interact with environment
needs and wants met
How people adapt to or modify environment
Technology results in changed environment
environmental change can influence regional/global systems

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PLACE/ Physical and Human Characteristics

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PLACE/ Physical and Human Characteristics

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lithosphere, hydrosphere, atmosphere, and biosphere  are physical characteristics
natural processes are parts of global systems
Human characteristics include population, culture, and are part of global patterns
Can be represented as data/narrative
Describes as data and narrative, graphically, reflects their values, attitudes, and perceptions.

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Relative LOCATION/Position of Earth's Surface

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Relative LOCATION/Position of Earth's Surface

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1. Compass directions, time distance describe relative location
2. Where are you at?? any given time or place
Formal referencing
Location as an analytical tool
Reasons for location
Peoples decisions about location

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TWO: Expose historical narratives
Write historical narrative of their own
making
Why teach and learn History??
political intelligence (develop better judgement)
Empathy and self-knowledge (understand diversity, appreciate humanity)
Imagination (sparks imagination)
Agency (take action)
The long view (growth of humanity)
Use discussions, construct historical narratives, absorb history, choose the right book, role-play, dramatic reenactments, song and dance, speeches, paint, draw, there are endless possibilities to spark students interest in learning about history

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Historical source work, Archaeological digs, Cemetery Studies

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Historical source work, Archaeological digs, Cemetery Studies

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Primary sources, information in original form, not translated
Use of comparing and contrast to teach differences, (present time vs historical time)
Construct a personal autobiography (student) before working on a assignment to grasp sourcing skills
Archaeological dig, examination and interpretation of the remains of a group of people to determine their past life experiences
Students make comparisons to the present day
Cemeteries are historical sources of evidence
Lesson can be of a specific time period

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Exit ticket: When drawing shapes do the lines have opened spaces between them? 

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Exit ticket: When drawing shapes do the lines have opened spaces between them? 

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SUPPORTIVE Integration, one or more objectives in 1 subject area are achieved due to material shared from another

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SUPPORTIVE Integration, one or more objectives in 1 subject area are achieved due to material shared from another

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Fusion integration, two or more subject matters are brought together to form a new, unified idea
Generalizations, two or more concepts combined to create a meaningful statement
Construction of a UNIFYING WHOLE by joining two or more subject matters

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Understanding Living Things, two subjects areas are FUSED together "BIG Idea"

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Understanding Living Things, two subjects areas are FUSED together "BIG Idea"

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Set high achievement expectations
Engage students in inquiry and concept formation
Brings together knowledge and skill s found in 2 separate subjects
Identify a unifying concept
Identify component concepts
Assessments you will use
Sequence of learning activities
Strategies students will use to meet objectives

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Composing Cooperative Biographies Applies literacy instruction and practice to social studies curriculum

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Composing Cooperative Biographies Applies literacy instruction and practice to social studies curriculum

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absorbing and learning through biographies
compose with peers an ORIGINAL biography
of same figure
Historical figures:
democratic citizens, inventors, scientists, champions of the poor, explorers, friends of nature, leaders, dictators, revolutionaries, heroes
Assigning: set objectives, introduce the project, learn, research, READ, set priorities of key events, writing begins with illustrations
Dealing with bias: Evidence, Focus, GOAL
Self assessment

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Curriculum Integration increases the means for greater learning as it helps the students learn important ideas and skills.

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Curriculum Integration increases the means for greater learning as it helps the students learn important ideas and skills.

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common pitfalls:
NOT a goal to an end, it is a strategy (means) to an end
BOTH have their time and place to be used: discipline-based curriculum and interdisciplinary curriculum
Make instruction WORTHWHILE:
learning should ALLOW the student to got further, beyond somewhere
Do NOT confuse, separate topics for clarification, know when to integrate
too little information: a little bit of everything

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 Historical thinking is the ability to fill in the blanks within historical facts by one's own interpretations of the events by way of SOURCE WORK

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 Historical thinking is the ability to fill in the blanks within historical facts by one's own interpretations of the events by way of SOURCE WORK

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SOURCE WORK: investigations into the past, building and writing their own interpretations of the past by using...
critical thinking
critical participation to text
Consumption of information
Tolerant of different perspectives
building evidence-based arguments

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The information found in this resource is abundant. Too much to highlight. I bookmarked and will reference not just in future assignments but my future teaching. Thank you for this resource!

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The information found in this resource is abundant. Too much to highlight. I bookmarked and will reference not just in future assignments but my future teaching. Thank you for this resource!

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Socratic Seminar, Paideia Seminar...What? or simply SEMINAR

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Socratic Seminar, Paideia Seminar...What? or simply SEMINAR

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Interpret texts through discussion
Tell the students the PURPOSE of the discussion
Teacher listens, asks clarifying questions, asks for elaboration, summarizes, etc.
Choose a worthy text
state and clarify expectation
pre and post teach needed skills
Teacher poses a interpretive and genuine question
MULTIPLE perspectives: teach with children's literature
Use INFORMATIONAL texts

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Reading Comprehension Strategies...Activate prior knowledge, preview, skim for ideas and related details, summarize

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Reading Comprehension Strategies...Activate prior knowledge, preview, skim for ideas and related details, summarize

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Activate by use of graphic organizers
Model previewing
What is important? Summarize
use INFORMATIONAL texts

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The textbook as a study aid: Social studies textbooks are textbook programs 

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The textbook as a study aid: Social studies textbooks are textbook programs 

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Don't assign cover to cover readings, use parts of the book

Use the pictures to aid in comprehension

Vocabulary: sophisticated, level 3 tier, not knowing the meaning and reading of words: Anticipate it, use these words in classroom discussions

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Do NOT change content of text...Do NOT lower academic/student EXPECTATIONS...Instead use APPRENTICESHIP

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Do NOT change content of text...Do NOT lower academic/student EXPECTATIONS...Instead use APPRENTICESHIP

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Leaners learn as a consequence of being coached into higher levels of capability by adults or more capable peers (cooperative  group work strategy)
Practice occurs as learners work to accomplish all or part of a worthwhile task with the guidance and support of the coach or coaches
Coaching decreases gradually as the learner's capability increases (scaffolding)

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Head coach creating apprenticeships: The TEACHER

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Head coach creating apprenticeships: The TEACHER

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Practical literacy: reading to complete a task
Informational literacy: getting world information by reading and writing
Literary appreciation: reading for pleasure

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Helps students make sense of information by SEEING connections
LOTS of different forms of Graphic organizers
* which type of organizer will help one see the information in the best way
USE in Social Studies
*Flow charts, Venn diagrams, fishbone organizer
Geography: Hypothesis testing using guided question
*data spreadsheets, bar graphs,
provide instruction with multiple entry ways, DIFFERENTIATION
Make a rubric for the graphic organizer and assess instead of evaluating

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The walls are filled within the room from letters to sounds, to prefixes and suffixes. When looking closely, one can find three letter words that are scrambled for the student to decode the word by help of picture. There is one class rule and it is in two parts (paraphrased, be kind to others and be respectful of your classroom) that is written in a bulletin board form on the wall.
The first grade began a new math curriculum this year. There are videos, and visual instruction presented by way of the smart board. I wonder if the same is given within the reading curriculum. There are anchor charts hanging on the windows and around the room. There are emergency procedures material and instructions by the classroom door. I do like that the fire alarm has a blue color with the word POLICE on it.
The classroom is welcoming. I do like the space that the desks provide to each student, they are larger than I have normally seen. I do think the students feel they belong. I say this because I feel welcomed when I enter the room.
Welcome does not mean "belong." I still need time to know if this is the school that I belong at. I am appreciative that I have this time to figure it out.

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Beauty and the Beast - Be Our Guest (HD) Music Video

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Outside every classroom (I have only traveled in the first-grade hallway) are displays of student's work. Most of the rooms have an inviting message and display on the front of each door. I did see a book fair poster close to the library displayed.
There are not busy posters, or school mottos displayed to make the halls look "busy."

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Teacher-centered, child-centered, inductive and deductive approach, Herbartian approach, RECEM approach(input, process, output)

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Methods: step by step scientific way of presenting subject matter (non-participatory, participatory)

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Teacher: lay the groundwork, BRIDGE program for international students, Tier 1, language and culture, group presenting, Tier 2, Critical reading and writing
students" applying concepts, constructing research-based arguments, view social studies in different ways...BUILD CONNECTIONS!!

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scaffolding occurs to deconstruct terms
tap into student's background knowledge
Varied learning environments presented
have the students work in small groups, discuss, be active with the information

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C3LC instructional practices
Develop ??'s Plan Inquires
Encourage more questions, scaffolding with supporting ??'s
4 disciplines of Social Studies
History, Geography, Civics, Economics
chart references short phrase/one word break down

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Portfolios: have students create a website, can keep their work in this as they change grade levels. Consideration of others checklist, student self-assessment, all these are helping the student and can be a record to show parents

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Portfolios: have students create a website, can keep their work in this as they change grade levels. Consideration of others checklist, student self-assessment, all these are helping the student and can be a record to show parents

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Participate in deliberations, discussions, being able to research using sources, work as a team to complete a task, Create a room museum for historical reasoning (Zoom), read charts and graphs, write and illustrate a travel community brochure.

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What is the desired result?
What evidence will show me the targeted learning has been achieved?
Plan learning activities and instruction

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Performance standards/ high to low define levels of achievement

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Performance standards/ high to low define levels of achievement

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Proficient
adequate
minimal
Collect multiple indicators of student achievement
provide the students support in learning and stimulating learning environments

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Essential learning Key themes and topics: citizenship, history, geography...

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Essential learning Key themes and topics: citizenship, history, geography...

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foundation, building blocks
Essential content and skill
Important to know and do
worth some familiarity
not important to know or do

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Instruction can be tailored to each student.
Public accountability and Student placement are two other reasons for assessments.
Assessments are planned throughout lesson planning. They provide information whether the teacher should pause and rewind or move-on.
Before instruction= diagnostic assessments
During instruction = formative assessments (observation, exit tickets, "form" instruction)
After instruction = summative assessment (what is and what is not being learned??)

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What do the students KNOW= assessment  (black and white)      Evaluation involves a teacher's judgement of what the student knows= grey area

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What do the students KNOW= assessment  (black and white)      Evaluation involves a teacher's judgement of what the student knows= grey area

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Informal assessments: observation, discussion, asking questions, use classifying questions to assess student's prior knowledge, confer with students
Pencil and paper: good for recall
have an area for students to write out the answers, with multiple choice ask for reasons why they choose the answer
Performance assessment: translate knowledge into ACTION
short essay
Use rubrics for grading, score guidelines (5-1 or 3-1)

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Lesson plans will NEVER be perfect, they are an open-ended process. Make a time to stop and stick to it. Teachers have a life outside of planning lessons. 

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Lesson plans will NEVER be perfect, they are an open-ended process. Make a time to stop and stick to it. Teachers have a life outside of planning lessons. 

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Decide that all-important aspects of the lesson are covered and give yourself grace that this is good enough for this lesson.

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Always take time to review at the end of a lesson. The objective is clearly repeated and understood. As a class summarize what has been learned daily.

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Always take time to review at the end of a lesson. The objective is clearly repeated and understood. As a class summarize what has been learned daily.

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Student daily logs can be used as a visual.

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objectives identify what children will learn
lesson has a beginning, middle, and end
Assessments: diagnostic, formative, summative
List instructional materials and resources needed
include accommodations needed for special needs (differentiated instruction)
Everyone uses a lesson plan and these components, whether it is written down or in their mind

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Students will work individually to identify and describe a job they can do when in elementary school. Students will infer to how much money they will make and what they will spend their money on.

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Students will work individually to identify and describe a job they can do when in elementary school. Students will infer to how much money they will make and what they will spend their money on.

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Students will use word wall, peers, and teacher to assist in writing when needed.

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Student will explain in small groups and then in whole class discussion one thing that they need to buy and one thing that is a want to buy.

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Student will explain in small groups and then in whole class discussion one thing that they need to buy and one thing that is a want to buy.

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Students will explain and illustrate what it means to have a job and make money.

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Students will explain and illustrate what it means to have a job and make money.

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Students will discover that choices need to be made when spending money.

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Students will discover that choices need to be made when spending money.

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Students will write one thing that they learned from watching this video.

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Students will write one thing that they learned from watching this video.

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Students will use the word wall and peers to assist them in their writing.

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Parents and Kids Talk About Homelessness

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Students will relate that people need and want a home, but if you have no money, you have no home.

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Students will relate that people need and want a home, but if you have no money, you have no home.

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Set up a classroom market with 2 or more countries prices on goods. Students will be given a shopping list with goods given as pictures with the words. Students will compare the prices and solve for which country has the lower price of given good. The student will write the countries name under the picture with the lower price.

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Set up a classroom market with 2 or more countries prices on goods. Students will be given a shopping list with goods given as pictures with the words. Students will compare the prices and solve for which country has the lower price of given good. The student will write the countries name under the picture with the lower price.

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Students will compare costs of goods from different countries and identify which country sells certain goods for less money.

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Students will compare costs of goods from different countries and identify which country sells certain goods for less money.

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Zoom to different country markets and compare cost of certain goods, example bananas from one country to another.
Have small groups centers reviewing prices under a dollar are lower than those prices over a dollar.
Prices on items compared will be those over a dollar to those under a dollar in cost.
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Indiana Academic Social Studies Standard: Students explain that people do different jobs and work to meet basic economic wants.        K.4.1 Explain that people work to earn money to buy the things they want.

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Indiana Academic Social Studies Standard: Students explain that people do different jobs and work to meet basic economic wants.        K.4.1 Explain that people work to earn money to buy the things they want.

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What is my stand on controversial issues in America? 

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What is my stand on controversial issues in America? 

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Assess the Need

FIRST, we assess the needs of each community in which we serve. We work to understand the obstacles, hardships, and challenges native to the area's particular population.

Build the Programs

NEXT, we build local programs designed to offer immediate relief, short-term care, and long-term growth in the areas that will best benefit the community.

Invest in the Community

THEN, we offer the local programs to the local community, working to continually optimize their efficacy via spiritual, physical, and emotional service.

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The Salvation Army in the United States of America.

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Not just teach information, teach values and action

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Not just teach information, teach values and action

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Maps for Kids | Learn how to read a map and other skills in this fun introduction to maps

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Teacher create a map for students to use a compass while reading the map. Divide students into small groups. Each group has a different map that leads to the same ending place. Treasure chest filled with a book and compass bookmark for each student to keep.

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Teacher create a map for students to use a compass while reading the map. Divide students into small groups. Each group has a different map that leads to the same ending place. Treasure chest filled with a book and compass bookmark for each student to keep.

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Greater the demand equals higher the cost

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Make a Hypothesis: Who benefits from a sale?

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Make a Hypothesis: Who benefits from a sale?

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1. The consumer because the good is on sale.
2. The producer because demand is low and they have a surplus of the good.
3. Both the consumer and the producer because they help each other.
4. The business because they need to get rid of the sale good to make room for new goods.

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1. Look at sale ads, how are they enticing the consumer?
2. Search for past ads, is the good actually on sale?
3. Call and interview local store managers?
4. Zoom in advertising agencies to answer questions?

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Evaluate and test Hypothesis, Draw Conclusions, Evaluate conclusions

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Evaluate and test Hypothesis, Draw Conclusions, Evaluate conclusions

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Small group providing evidence founded to whole group
Have discussions, personal interviews, Zoom meetings, along with researching past and present sales advertisements.

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Name Concept: Traditions
Provide examples and non examples
every year taking a first day of school picture vs taking a picture when you get a new hair cut
Every night for 30 minutes you watch a tv show with your family vs watching a new tv show that your friend told you about
Eating turkey every Christmas vs eating a turkey sandwich for lunch
Give Labels
Routine things you do as a family
Things that my family has done together for generations
Routine expectations that I have for myself
Provide Examples and non examples
Brush my teeth before bed every night vs brushing teeth before going to the dentist
Taking off your shoes when entering yours and your grandparents house all the time, vs taking off your shoes when they are dirty
I provide a non-example
putting up a Christmas tree in April
Students provide example
Family putting up Christmas tree and decorating it the day after Thanksgiving

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List Given
make homemade gifts and presents
watching tv as a family
having a movie night
putting up a Christmas tree
bedtime routines
minding your manners
Sunday family dinners
going to same restaurant on Friday night
swim on first day of spring
eating turkey on Thanksgiving
stability
no phones at dinner table
open gifts in front of giver
no wearing shows in house
expectations
first day of school picture
video games after homework is completed
GROUP
make homemade gifts and presents
watching tv as a family
having a movie night
going to same restaurant on Friday night
first day of school picture

bedtime routines
swim on first day of spring
minding your manners
morning routines
video games after homework is completed

eating turkey on Thanksgiving
putting up a Christmas tree
Sunday family dinners
open gifts in front of giver
no wearing shows in house

stability
expectations
important
routine
links us through time to ancestors

LABEL Concept/ Traditions
Routine things we do as a family

Routine expectations that I have for myself

Passed down routines that are done within our family consistently

Characteristics of all the labels

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Concept development Vs      Concept attainment 

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Concept development Vs      Concept attainment 

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concept is not initially named vs named concept given and examined

inductive approach vs deductive approach

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Concept, what is a village?
Community, group, family, small town, life, everything
Examples some yes: some no

Concepts differ upon person's ideas
Concepts are not facts, concepts are ideas
Facts give examples of Concepts

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Six Dimensions Citizenship dispositions and Virtues

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Six Dimensions Citizenship dispositions and Virtues

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habits that summarize a person's behavior and values, attitudes, characteristic traits
Having a different monthly virtue that the classroom or school focuses on to achieve and recognize.
Being responsible, having courage and standing up for yourself when someone is doing something wrong, Being honest, treating others the way you want to be treated/fairness, showing courage, asking students for examples of courageous behavior and people through discussion are all examples of ways that classrooms can teach citizenship dispositions and virtues.

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Democratic ideas and practices rest upon democratic values
Values: Ideas about the worth of something/what is worth striving for
Democratic values are public or general values
Individual rights to life, liberty, and the pursuit of happiness; the public or common good; justice; equality of opportunity; diversity; and responsibility
Example:
Looking broader into and the meaning of the Bill of Rights, Freedom of Expression, Democracy...
Fairness can be discussed within kindergarten students and up
What does it mean to be lawful, respecting the rights of others, being patriotic?

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Six Dimensions                                                                    Citizenship Knowledge

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Six Dimensions                                                                    Citizenship Knowledge

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Learn as you Go, identify problems, discuss and debate, define further, research. listen, answer questions, more discussion, more learning
Example: Pledge of allegiance
read literature, research, find similarities, discuss what the phrasing of the pledge means, thoughts, research, answer questions, discuss, more learning

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Six dimensions                                                                     Service learning and community action

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Six dimensions                                                                     Service learning and community action

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Social and/or Political action
What are concerns they have within their school, neighborhood, community
Decide of a community-service action that can help concern
Examples
Boys and Girls Club, YMCA, Humane Society
plan a school event, an art show, festival, movie night, sell tickets for a small fee, ask for donations, bring awareness to cause, then give money to the organization
Recycling
begin a recycling club, recycle within the school, be an active part in making something new and usable

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Six dimensions                                                                                  Voting and Elections

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Six dimensions                                                                                  Voting and Elections

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classroom mock elections
start a student advisory council, hold real elections for class representatives

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Six dimensions of a proper education                             Deliberation: Future classroom must have

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Six dimensions of a proper education                             Deliberation: Future classroom must have

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Rug is the town hall, community meeting place for community planning and action
sharing problems and deciding the rules of classroom as group
shared decision making

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Active citizenship teaching:
Look into the meaning of the words
Discuss at a deeper level
Learn how to become a citizen and what that means
Looks broader defining, political terminology
Teach democratic values, use idealized models

Active characteristics:
Participate in the reinvention of democracy
To prepare students for civic partnership that looks at the common good, not private interests

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Passive teaching:
memorize the pledge of allegiance, but not meaning
review constitution, but not understanding
Passive characteristics:
Present overview, memorize, test, move on

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Similarities and differences between active and passive citizenship education?

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Similarities and differences between active and passive citizenship education?

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Similarities: topics covered, including pledge of allegiance and the constitution
Differences: the way information is presented and taught

Active VS Passive

being civic minded vs being self minded

foster deliberation skills vs stating and demanding

foster deliberation skills vs stating and demanding

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