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The tech I am implementing into my fifth grade class at Indian Hill is Seesaw. Seesaw is a website where students can show what their learning while teachers gain insight and families have the ability to keep track of how their students are doing. This is a good website for my class because my teacher talks about how for some students, it's hard to get them to do their homework, or assignments, and sometimes she has trouble reaching their parents. Seesaw will allow her to get in contact with parents easier, and for parents to keep track of their child's work.

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Bibliographic Information

Author(s) of article:  NBC Chicago

Title of article: SIU Carbondale Will no Longer Require SAT, ACT for Admission

Name of magazine, newspaper, website, etc. containing the article: NBC Chicago

Summary Information

Briefly state the main idea or thesis presented in this article:

Southern Illinois University Carbondale will no longer require students to take the ACT or SAT to be admitted to the university.

Summarize the most important information, ideas, facts, etc. presented in this article:

The Southern Illinoisan reports Interim Chancellor John M. Dunn said research has shown the most important predictor of college success is a student's high school grade point average.Dunn says standardized tests like the ACT and SAT can be a barrier to higher education for many students.

Personal Reaction

What was the most surprising/interesting thing you found out by reading this article?

I found it surprising that this idea was even brought to the table, considering how serious standardized tests are.

What question(s) do you have after reading this article?  What would you like to learn more about?

I’m curious to see if this idea will be brought to other states, and how students do in school is affected by standardized tests.

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Bibliographic Information

Author(s) of article:  Glennon Doyle Melton

Title of article: One Teacher's Brilliant Strategy to Stop Future School Shootings - and It’s Not About Guns

Name of magazine, newspaper, website, etc. containing the article:   Readers Digest

Summary Information

Briefly state the main idea or thesis presented in this article:

A teacher takes time each week to look out for those who are lonely. Every friday afternoon, she asks her students to write down the names of four children they would like to sit with, and asks them to pick one student who has had exceptional classroom citizenship. She then takes them home and studies them, and tries to pick out someone that nobody wrote down to sit by, or a student who doesn't get the citizenship award.

Summarize the most important information, ideas, facts, etc. presented in this article:

I think it's really important that the teacher is trying to find those kids who are more lonely than others. I have done a lot of research on school shootings, and many students actually said that teachers should be involved in their students lives. Especially those who don't have a great home life, and tend to be more lonely.

Personal Reaction

What was the most surprising/interesting thing you found out by reading this article?

I found it interesting that a teacher is actually taking the time to try and help her students who need a friend, and it's so simple but can positively affect so much. The way the teacher is doing it is a way that other students can't find out about, and she can personally handle things between her and the students.

What question(s) do you have after reading this article?  What would you like to learn more about?

Why aren't more teachers taking actions to develop closer relationships with their students to help those who truly need it?

Is there anything you can use from this article in your classroom?

It's never a bad idea to help out someone who looks lonely.

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This is me teaching my first lesson using a demonstration.

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Bibliographic Information

Author(s) of article:  Marcelino Benito

Title of article: Mont Belvieu teen won't be able to walk at graduation unless he cuts his dredlocks

Name of magazine, newspaper, website, etc. containing the article:   KHOU 11

Summary Information

Briefly state the main idea or thesis presented in this article:

A high school student from Mont Belvieu, Texas, will not be able to walk at his graduation unless he cuts his dreadlocks off. The superintendent says that their “policy limits the length, and it's been that way for 30 years.” A handful of speakers agreed with the district and the fact that this “dress code” is unreasonable, and affects the culture of many students.

Summarize the most important information, ideas, facts, etc. presented in this article:

Ashton woods, a Black Lives Matter Activist, said that this is a dress code designed by white people that is damaging to black people, and he is correct. Deandre and his family should not have to go through this, and many are working to make a change so he can graduate without cutting his hair.

Personal Reaction

What was the most surprising/interesting thing you found out by reading this article?

What surprises me the most is that the school district claimed that it had nothing to do with the locs or his race, but obviously that's not the case considering they suspended Deandre until he cuts his hair.

What question(s) do you have after reading this article?  What would you like to learn more about?

What happened with Deandre’s case? Did the school find a resolution of did the students family take it to the court?

Is there anything you can use from this article in your classroom?

Your race or what you look like has nothing to do with the type of person that you, and you should not be punished for doing your hair a certain way.

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Today I will … Use a physical demonstration with water, sugar, and sand to see if they dissolve in water

So that I can … visually recognize how certain substances dissolve or don't dissolve in water

I will know I got it when … I can describe which substance dissolved in water in my post-lab write up.

Materials:

1 cup of water for each group

1 tablespoon of sand

1 tablespoon of sugar

1 mixing stick per group

Key Words:

1. Dissolve

2. Soluble

3. Insoluble

4. observe

Direct Instruction:

1. each table will receive one cup of water with a tablespoon of sugar first.

2. Pour the tablespoon of sugar into the water cup.

3. You have 5 minutes to observe what happens to the sugar.

4. After the 5 minutes are up, were having a class discussion on what we observed.

5. What happened to the sugar? What do you think happened to the molecules? Do you think the same thing will happen to the sand?

6. Pour the sand into the water cup. You have 3 minutes to observe.

7. After the 3 minutes is up, there will be another class discussion.

8. What did you observe with the sand? What was different from the sugar? Were your predictions correct?

Independent Practice/Activity

1. Place necessary supplies - one cup of water, a tablespoon of sugar, tablespoon of sand - at each table.

2. Allow one student at each group to pour the sugar into the cup - whoever has the closest birthday will do this.

3. Give them 5 minutes to observe what happens, and record observations in their lab notebook.

4. After that 5 minutes are up, have a quick class discussion on what they observed.

5. Ask them - What happened to the sugar? What do you think happened to the molecules? Do you think the same thing will happen to the sand?

6. After this discussion,allow the student who is the youngest to pour the sand into the cup.

7. Give them three minutes to observe and record observations.

8. After the three minutes are up, ask them as a class, What did you observe with the sand? What was different from the sugar? Were your predictions correct?

9. Conclude the lesson by discussing the difference between the sugar and sand, and have them record what was happening to the molecules during the process of dissolving.

Differentiation:

Allow students who are struggling to have more time and assistance to record the information if needed.

Assessment:

Each student must complete their lab write up, and have 2 labeled pictures drawn of the molecules for the sugar and water and the sand and water.

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✯ My classroom management project is to introduce a website called SeeSaw that allows the teacher to post assignments online, and monitor if the students completed it, and their understanding. SeeSaw also allows the parents to be updated on news, new assignments, and good or bad grades. The reason I chose this website was because my cooperating teacher is constantly sending emails to parents of those who struggle to try and get them to do their homework. Many times, the parents still don't reply and the student doesn't do their work. With SeeSaw, it makes it easier for parents and the teacher to track how well their kids are doing in school. I feel that this is the perfect online website to introduce to my cooperating teacher, and I'm excited to see what she thinks of it.

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Today I will … Work with a partner and use oreo’s to demonstrate the eight basic phases of the moon.

So that I can … visually recognize the phases and what they look like.

I will know I got it when … illustrate the eight phases of the moon in order with oreos on my own.
Materials:

Double Stuffed Oreos (8 oreos per set of partners)

Napkins

Key Words:

1. New moon

2. Waxing crescent

3. First quarter moon

4. Waxing gibbous

5. Full moon

6. Waning gibbous

7. Last quarter moon

8. Waning crescent

Lesson Introduction/Anticipatory set

https://www.youtube.com/watch?v=f4ZHdzl6ZWg

Direct Instruction:

1. Pair up the students in pairs of two

2. Pass out napkins and eight oreos to each pair of students

3. Pass out note cards with the correct names of the phases

4. Give each set of students a chart so they can study it before actually demonstrating the phases with the oreos. Make sure the majority of the students know the phases so they can use their knowledge with the oreos.

5. Give the students time to complete the phases of the moon in order with the oreos.

Independent Practice/Activity

1. Put students in pairs of two - separate them alphabetically

2. Make sure all students wash their hands before handling the oreos

3. After watching the video, go over each phase of the moon, and make sure the students understand what they are supposed to do.

4. Allow students to study a diagram for 2 minutes, and then tell them to put the diagrams away and begin showing the phases of the moon with their partners using the oreos.

5. About halfway through, ask the class if there are any questions or if anyone needs help with anything.

6. After about 20-25 minutes, go around and check all of the students representations with the oreos to see if they are correct. Make sure they used the note cards to label their diagrams.

Differentiation:

Allow students who are struggling to have more time and assistance from the teacher if needed.

Assessment:

Each student must fill in a blank diagram of the phases on their own.

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✯ CPR
✯ Blood Born Pathogens
✯Cultural Competence
✯ Disruptive Student Behavior
✯ Human Trafficking
✯ Special Education
✯ Child Abuse
✯ FERPA
✯ Alice Training