Approaches to Learning by Robin Long

When living organisms eat plastic.

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LAUGH & LEARN #1

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Solution Focused Thinking/Conversations

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Ice Breakers

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Write a compliment you'd like to give/receive.

Life Learning Resources

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Student-Focused Essential Questions

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Complaint Festival

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1. Listen silently to a colleague COMPLAIN for 2 minutes.
2. Ask clarifying questions
3. Explore the value behind the complaint (the back story/hidden story).
4. Change roles and repeat steps 1-3.
5. Finally, discuss the challenges and opportunities presented when complaining, listening, and exploring 'value'.

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Curate A Gallery: LAUGH & LEARN #9

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Goal 15 - Life on Land/Poaching

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ACTION: Advocate
Communication - Need the ability to clearly explain the issue of poaching and why it's bad
Social - Collaboration; need to work in the group to give and receive feedback in order to create a successful project
Self-Management - organization skills. long range plans to meet deadlines;
-effective skills- perseverance to push through to the end;
-reflection skills self-motivation and mindfulness on learning
Research - information literacy- students need the ability to collect and organize information, package the info into a suitable format to share
-media literacy-need ability to id suitable sources
Critical thinking- need ability to synthesize the information form the research
Creative thinking - designing a creative way to present

Prevost/Gilbreath

MYP

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PROGRAMME STANDARDS AND PRACTICES

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FURTHER GUIDANCE ATL MYP

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MYP

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PYP

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PYP

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MYP

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MYP/DP

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MYP

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REFLECTING ON ATL PYP

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DP

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CONTINUUM

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MYP

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MYP

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PYP

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MYP

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MAP EXISTING ATL

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Resilience

2022-06-14 15:14:16 UTC

Our group consisted of 2 kindergarten teachers, a first grade teacher, a 3rd grade teacher, a fifth grade teacher, and a librarian.
We all agreed making a purposeful mistake is a great teaching tool for "resilience."
We can thank the students for catching the mistake to boost their confidence. Celebrate it. We could ask questions about the teacher's reaction to making a mistake. Did I cry? Did I get angry for being called out on it? Did I give up? Did I get offended?
Then we would ask, "what's next?" I can ask for help. Can we have peer agreement on how to fix the problem? Are there any resources we can use to fix the mistake? How can we use thinking skills? Is it okay to make mistakes? Does failing mean it's over? Acronym for FAIL: First Attempt In Learning.
Together, we can discuss how the mistake can be corrected and come to a consensus. Ultimately leaving the students with the knowledge that making mistakes is NOT A BAD THING! :)
Ms. Anna, Ms. Ros, Bourgeois, Pecoraro, Prevost, and Marchese

Mindfulness

2022-06-14 15:26:24 UTC

Homeroom Activity:
1. Students take 5 deep breaths.
2. Students write down 4 things they notice.
3. 3 things they're grateful for
4. 2 things they're looking forward to.
5. 1 positive self-talk statement.
6. Finally, have students ID a glow and a grow. Then choose which ATL would help them address them.

Perseverance - Delayed Gratification

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Students in 3rd grade have a difficult time delaying gratification. It is the root of the impulsiveness, anger, and frustration that we see when expectations are not met. Our team discussed ways to practice delaying immediate gratification for students in order to teach them patience, perseverance, and resilience. The teacher would begin by allowing students to watch a video of toddlers being asked to restrain themselves. Then would follow up with a discussion with "What Would You Do? Why?" The teacher would create a mystery prize, wrapped in beautiful, shiny paper and present it to the students. She might say, "You will earn this prize at the end of the day. However, if anyone in the class asks the teacher about the prize, you won't receive it today." The teacher would follow up with an outline of the expectations for student conduct. If students make it through without questions, they will receive the prize. The same could be done with mystery shout-outs or compliments.

Self-motivated

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Introduction to Class

-class expectations and procedures (what the class entails)
-student set expectations (what they expect out of the class)
-students set short term/ long term goals

Implementation of Teaching Material (ex. projects and assignments)

-Students will assess their work through self evaluations (critiquing their work)
-Students will be instructed through self-evaluation to give more positive statements of their work than what they can improve on.
-Students will self reflect on previous set goals (did they meet their goals)

Use of Environment

-praise wall ( Students may leave a positive note about something that they learned or improved on on)
-gallery (highlights students work)

Global Inspiration

-Students will seek out quotes from artists that motivate them.
- Great comes from trial and error

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Social and Communication

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Telephone Game Activity:

Getting Started. Players must sit in a circle or stand in a straight line. They need to be close enough that whispering is possible, but not so close that players can hear each other whisper
Begin the Game. The first person in the line or circle whispers a word or phrase into the ear of the person sitting or standing to their right.
The Game Continues. Players whisper the phrase to their neighbors until it reaches the last player in line.
The Conclusion. The last player says the word or phrase out loud so everyone can hear how much it has changed from the first whisper at the beginning of the circle or line.
Finally, allow students to hold a discussion in an attempt to determine where the communication breakdown occurred.

Listen Actively & Work Collaboratively

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Active listening and working collaboratively are both big struggles for 3rd grade students. The learning engagement that we decided would be best to teach these skills is an activity Mrs. Johnson likes to call "Draw What I Say". One student will hold a map (for 3rd grade it would be a Louisiana map). Another student will have a blank sheet of paper, a pencil, and markers. The student holding the map will describe to the other what the map entails. At the end of their time together, the students will compare their work. Students can reflect on how well they communicate with each other based on how similar their products are.

Social Skills: Exercise leadership and take on a variety of roles with groups

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Our group consist of 2 kindergarten teachers, a first grade teacher, a third grade teacher, a fifth grade teacher, and a librarian.

In the earlier grades this social skill will first be taught through classroom jobs. For example, team captains and co-captains take care of their teams by completing specific daily tasks. In addition, students earn points for their team based on behavior each week. The team with the most points would be crowned the winning team and receive classroom jobs for the following week to help the classroom run smoothly (example: notes person, living things, teacher side kick).

As students move up to higher grades, this social skill would translate to students being given roles to complete academic assignments. An example of this would be, literature circles with roles such as illustrator, reader, writer, and speaker. Each student in the group would be given the opportunity to demonstrate leadership in each of the roles through the course of the assignment.

Mrs. Marchese, Mrs. Pecoraro, Mrs. Prevost, Ms. Ros, Ms. Bourgeois, Ms. Anna

Global Group Learning Art Project

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Project Example
Concept:
-Students will choose a country
-Students must represent that country through visual art
- Visual art may include sculpting, architecture, painting, and mixed media
- Groups will have to create 3 pieces that represent their country

Communication:
-Students can collaborate as a group expounding on the many areas and styles of art within that country.
-Students can study the theme, subject matter, and representations in the art and how they differ from culture to culture
-Students must apply their social and communications skills through open dialog among their piers.
-Student will create job titles based on strengths
ex. Students with good math skills may be in charge of designing the architecture design piece

Identifying Primary and Secondary Sources

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Students in 3rd grade are often asked to evaluate the difference between primary and secondary sources in Social Studies, as well as identifying when what source is needed. The teacher may introduce the concept of primary vs. secondary sources by watching an interview of a first-hand account and then read a newspaper article about the same event. The teacher would then ask the students what was different between the two sources, and organize the responses on an anchor chart. Once this learning engagement is complete, the teacher can go into the ELA guidebook curriculum to the story of Sacagawea via "Lewis and Clark and Me." This book is presented as a secondary source of information about their journey. Next, the diary entry of Lewis can be presented as a primary source of the adventures of the trio. The teacher may ask, "What do you notice that about the point of view in the primary source vs. the secondary source?" Hopefully, the students will recognize that the primary source has first person POV and greater detail, while the secondary source is somewhat removed.

Identifying Obstacles and Challenges

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3rd graders are requested to identify the challenges and obstacles that characters may face during a journey. This concept is reviewed during each of the ELA units. It requires students to think of circumstances that may be difficult for characters (or themselves) and transfer that knowledge to the story. For example, the teacher may ask, "What challenges did Lewis and Clark face when crossing the Pacific Ocean and navigating the West?" The students should point out that Lewis and Clark faced wild animals, winter, starvation, Native American attacks, etc. The teacher can then extend their thinking by asking, "What would happen if Lewis and Clark gave up and did not face their challenges?" If scaffolding is needed, the teacher may first ask, "If you are going on vacation, what are some things that you need? If you didn't have those things, how might that change your vacation?"

Use critical-literacy tools to analyse and interpret media communications

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Students need to practice the ability to recognize appropriate sources of data. This activity teaches and reinforces this.

To begin, have students watch the BBC spaghetti tree video and show them the dihydrogen monoxide website. Explain these are both fakes.

Next, student's go on a web hunt and complete a website credibility tool.

Together, whole class will review the questions to ask to verify a website's credibility.

Students then, after choosing another topic, present to the class what website they chose and whether it is trustworthy or not.

Research - Access information to be informed and inform others.

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Example:
Research Project (animal, libraries, Louisiana crops, Indian tribes, etc.)
At the elementary school level, students would reference nonfiction texts already read in the curriculum. Students would also look at prior knowledge and experiences.
They would look at different resources such as maps, internet sites, facilities containing examples like zoos, museums, libraries. Educational videos (Worldbook Encyclopedia) are a great resource for information. Other online sites might include Epic Books, NatGeo for Kids, Trueflix, Discovery Ed, and many more.
Ways students can share their research with their peers are: PPTX presentations, books, posters, dioramas, flip books, sharing through song, and other multimedia varieties. Depending on the research subject, food may be brought in, dressing like a particular historical figure might be appropriate, collaborating with peers to perform a skit showing what they've learned might be a way to present. Early year students may have a loose guideline which they would work on at home with a lot of parent involvement and help. As students' skills grow and evolve, in later grades they would be expected to do much more independently, but with a much more detailed and rigorous rubric type of guide to follow.

TPSS Online Research Tools

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https://sites.google.com/tangischools.org/tpss-student-resources/research-tools

Here is the link. If you have more questions, ask Anna :)

Art Appreciation Day

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Objective
Students develop an appreciation of art from other cultures.

-The appreciation of art is developed through a structured use of anchor charts.

Model 1
4 Steps to an Art Critique
1. Describe
2. Analyze
3. Interpret
4. Judge

-Students will use their resources (articles, videos, and powerpoints) to research the history behind the artists, movements, and the artists' works.

-Students will analyze and interpret the works of art using their art vocabulary (elements of art and principle of design).

-Students will form an opinion based on their findings, their interpretations, and support their opinions.

World Book Online

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Online Books for all ages :) If you have more questions, ask Anna :)
https://www.worldbookonline.com/home/

HEM Library Resources

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Link to OPAC (search for books), Mackin & JLG which is online books

https://hem.tangischools.org/academics/school-library

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Create original works and ideas: use existing works in new way

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Students use pictures in a picture book to create their own narrative writing. After completing writing, students add their own personal illustrations. An option is to publish book when completed.

Create original works and ideas; use existing works and ideas in new way

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Students will work individually for this experience.

Students will choose an instrument or object to modify. Students may also create an original instrument or invention.

Students will answer questions to create an id of what it looks like, what it sounds like, what its purpose would be.

Students will design/draw their instrument/invention.

Students will then attempt to physically create their objects.

Visual Representation of Generational Handicaps

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Objective
Students will develop a piece based on their views of their generations handicaps. They must identify if their generation is being prepared to become successful leaders in the future.

-Students will develop an opinion based on generational handicaps, and create a visual piece using representation and the implementation of the elements of art and the principles of design.

-Students will have to think of use of color palettes, imagery, and form, and show how that connects to their emotions and views.

-Students will learn about getting their message across through visual art

Knowledge V Understanding

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Resilience

2022-08-03 17:48:28 UTC

Our group consisted of 2 resource teachers, reading specialist, EL specialist, SEL specialist and school psychologist. Our focus is on resiliency and Overcoming the Odds: From Safe Schools Healthy Students
STEP 1: define resiliency.
STEP 2: mistaken inventions (examples and discussion of inventors)
STEP 3: Ask students, what helped these inventors? Why did they keep going? Talk list of can'ts. How do you use self talk.
STEP 4: draw/write 1 challenge you face each day (chores, making friends)
STEP 5: thought bubbles - what would you tell yourself about that challenge to stay resilient. (Keep going, Don't give up)
STEP 6: Post challenges w/ thought bubbles around the room.
Revisit the definition of resilience (personal definition of what it means to you).

A tool to use to assist with resiliency: The Effort Thermometer from: Grow Your Mind Build Resilience. Bottom to top of the thermometer:
(red) labeled - Giving Up.
(orange) labeled - Improving
(yellow) labeled - Concentrating
(green) labeled - Challenging myself

Kinder beginning of the year

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Organizational - Learning how to stay organized regarding 1. personal items (including take home folders, learning left & right); 2. classroom items.
Affective - Emotional management - 1. strategies for big feelings, 2. asking for help (gestures)

Building Self-Motivation

2022-08-03 17:52:56 UTC

6th Grade: To be used with the novel Freak the Mighty

* managing self-talk
- character analysis - how Max talks to himself
- what if Max had positive self-talk
- connect to learner profile - Reflective

* students find the relevance
- at the beginning of the novel study
- connect to learner profile - open-minded

* fixed mindset & growth mindset
- character analysis - changes in how Max talks about himself, sees himself, and how he approaches the world

4th Grade

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Mindfulness Awareness

Focus and concentration
Strategies to develop mental focus
Strategies to overcome distractions
Being aware of body-mind connections

Activity:

Read book written by 5th graders “Master of Mindfulness” by Grossman and Alvarez
How would you like to be able to focus better and control your emotions?
Brain science: different parts of the brain (use hand as model “flip your lid”); what happens when you get angry
- What each part of brain does
Possible idea: Each child makes a page to make a class book.

Resources:

“What Did Danny Do?” series
“Master of Mindfulness” by Grossman and Alvarez
Brain Gym - physical motions to help with mindfulness

ATL

Thinking skills
Research skills: conduct research on different parts of the brain and what each part does
Communication skills: share a personal conflict and coping strategy
Social skills
Self-management

Growth Mindset

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-Show Growth Mindset videos on youtube: "Class Dojo Growth Mindset". There are 5 lessons. Show 1 a day.
-(Prewatch videos) Each day, discuss how our brains work and how our mindset affects our learning.
-Day 1: list 20 things that you are good at, give 3 minutes
- share with class, discuss how everyone has different things they are good at. WE are all good at something. How did you become good at those things?
-Day 2: list 20 things that you are not good at, give 3 minutes
-share with partner, discuss how everyone had different things they are not good at. We all have things that we are not successful at.
-Day 3: Choose something you are not good at yet and would like to become good at. Create a class chart listing everyone's goal.
-Day 4: Write a paragraph telling what your goal is. Include why you chose that goal and how you will get better at it. (Writing pretest for the year)
-Day 5: Drawing/worksheet on growth mindset to put around room.

nonverbal communication activity

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1 - Give students a scenario:
"What would your body look like?"
"What would your voice sound like?"
"What words would you use?"

2 - Teacher can say words using opposite body language.
"Did my body language match my words?"
"What could I change?"
"How did it make you feel?"

Be an Expert - Listening Skills

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* Pick a topic off their expert list (list of things that students believe that they are experts in)

* Partner work
- Student shares for 2 minutes about their expert topic
- Partner uses one of the active listening responses (emotional labeling, paraphrase, reflective/mirroring, effective pause/silence, "I" messages, open-ended questions, summarize, minimal encouragers)
- Partners switch and do the same
- Students complete a written reflection including what they learned about their partner, what responses their partner used with them, and how it felt to have someone active listening when they spoke

Credible Sources

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* have students investigate different domains and their purpose (.gov .edu .org .com)

* Give students a topic to research and find information from each domain and discern the difference of each

* Define credible and reliable

5 Paragraph Essay Using the Key Concepts

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Goal 7 - affordable and clean energy (1st grade)

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Action - during our unit on electricity, introduce students to clean and renewable energy resources. Students will then pick a clean energy to research - solar and/or wind. They will be able to explain why clean energy is important.

Skills: Social - work as a group to present their information
Communication - be able to share their information with each other and the class
Thinking - design their project
Research - use skills to collect and organize information about clean energy
Self Management - use time and resources wisely

Goal 6: Clean Water & Sanitation

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Action: Advocacy- raising awareness about protecting water sources

Research skills: observing water sources around them, collecting & reporting data about water sources, learning about clean water issues both locally & globally

Thinking skills: reflection (how do my actions impact this issue?), creative (how can we approach different solutions?), critical (why is this a problem in the first place?)

Communication skills: raising awareness and sharing info with others

#15 Life on Land

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ACTION: Reduce Plastic Use
Self Management: document learning, divide tasks and delegate, participate and stay on task, work through adversity disappointment and change, motivation and perseverance
Research skills: Formulate questions, gather information, use senses to gather information, synthesize and interpret answers, draw conclusions
Social Skills: work in groups supporting peers, accept responsibility, cooperation, listen to multiple perspectives, build consensus and negotiate
Thinking skills: Generate new ideas to solve a problem, transfer learning to context, reflecting and adjusting, recognize the problem, formulate and argument, recognize assumptions and biases and multiple perspectives, identify obstacles and challenges, ask "what if"
Communication: Exchange information, reading, writing, language skills, technology, Listen to multiple perspectives, use images and language to convey ideas, state opinions.

Clean Water & Sanitation

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- Critical thinking ~ Who needs water? Does everybody need water? What does clean water look like?
- Creative thinking ~ How can we demonstrate the issue? How can we resolve the problem?
- Transfer skills ~ What else do we need water for?
- Reflection skills ~ Are there other resources that are endangered? What steps can we take?

Goal: Understand sustainable energy

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Action: Engineer a solar oven
Research skills to understand different types of energy.
Creative thinking skills to design a solar oven.
Communication and collaboration skills to work together to design and build.
Organization skills to plan and utilize the engineering process.

Goal 3: Good Health and Well Being

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ACTION: Advocate - student action will involve sharing information with peers, families and community members around access to healthy food, healthcare, mental health support, etc. through a newsletter format to increase awareness and access for local community.

SKILLS: Self management/collaboration - on task and organized group work; Research/Media Literacy - identifying suitable sources; Critical/Creative thinking - design and presentation of newsletter; Perspective taking

#16 Peace, Justice and Strong Institutions

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ACTION: Create a strong classroom / school community.

Understand what a community is.
Behaviors and norms that make communities successful

Thinking Skills

Critical thinking - making good/smart choices
- Research - using text to determine good or poor choices
- Evaluate with smiley faces
Creative thinking - what would happen if scenarios
Transfer skills - where do you see IB happening on the bus, specialist, hallways, lunchroom, etc. (outside the classroom)
- Draw a picture of an example positive action you see happening
Reflection / metacognitive skills - what could be different next time

Goal 15 : Life on Land /pollinators

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ACTION- Advocacy- campaigns in the community to promote pollinators in community gardens

self entrepreneurship- connecting with community partner

communication: collaborating with community partners to share ideas

Thinking: Critical thinking towards planning solutions

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rtlong — 2023-08-24 18:55:49 UTC

Ramgren - Final Assignment

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Lewis-Final Assignment

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Goal 3: Ensure Healthy Lives and Promote Well-being for all Ages

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ACTION: Advocacy through communication and action.
Discussing in Physical Education classes the importance of living a healthy life and how to do so. Teacher can also send home information to parents promote a healthy lifestyle.
- Setting goals inside and outside of the classroom and how to reach those goals.
- Encouraging healthy lifestyles and collaborate with other subject areas to make connection.
- Invite community members into the classroom to discuss the focus of healthy living and mental health and pass out flyers and newsletters.
- Encourage teachers to also have a healthy lifestyle, therefore students may follow.
- In PE, set a goal for a one mile test and healthy lifestyle benchmarks.

Reflection:
- Evaluate whether or not their goals were met for the mile test and healthy lifestyle benchmarks.

Wascom/ Solomone

Goal 7- Ensure access to affordable, reliable, sustainable and modern energy for all

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Action: Understanding the consequences of our actions when using energy resources.
Research: Ways to reduce, reuse or recycle resources to benefit the environment
Communication: Collaborate in groups to share ideas and create a list of goals, roles and responsibilities
Social: Invite community or expert in energy to inform the effects of energy misuse
Thinking: Make a plan of action, Problem Solve, Compare to Undeveloped Countries, Cause and Effect Relationships
Self- Management: Use of resources, evaluation of goals, make connections

14 Life Below Water

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Conserve and sustainably use the oceans, seas and marine resources for sustainable development.

Action:

Reduce marine pollution
Sustainable fishing (overfishing)
End subsidies that contribute to overfishing
Protect and restore ecosystems
Reduce ocean acidification (reduce pH content)
Conserve coastal and marine areas (coastal erosion)
Increase the economic benefits from the sustainable use of marine resources.

Social Skills:
Collaboration-communicate with stakeholders

Thinking Skills:
Evaluation-take data and follow up 6 months later; conduct pre and post survey
Application-How are we going to fix the issue using the technology we have? Developing an erosion control plan.

Research Skills:
Observing-measuring erosion and pH; fish pollution; coral growth

Self-Management:
Safety-protecting the marine environment while we're implementing our erosion control methods

Dyson/Fellows/Dunn/Herrera

Goal 16: Peaceful & Inclusive Societies

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Action: Advocate for peaceful and inclusive societies

Communication: Clearly explain the need for peaceful and inclusive societies

Social: Collaboration by listen actively to other perspectives and ideas; negotiate effectively; encourage others to participate; advocate for one's rights and needs; make fair and equitable decisions; building consensus; practice empathy

Self Management:
Affective skills: managing state of mind, mindful awareness
Reflective skills: identify strengths and weakness for own personal learning strategies; keep a journal to record reflections; consider ethical, cultural, and environment implications

Thinking: evaluate evidence and arguments; draw reasonable conclusions and generalizations; consider ideas from multiple perspectives; use brainstorming and visual diagrams to generate new ideas and inquiries

Transfer: apply skills and knowledge in unfamiliar situations; make connections between subject groups and disciplines

Research: collect, record, and verify data, access information to be informed and inform others; media literacy to understand the impact of media representations and modes of presentations

Goal 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

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Action: Students will create a plan to promote a peaceful and inclusive school environment by addressing student-identified areas of concern.

Communication - A.7 Negotiate ideas and knowledge with peers and teachers

Social - B.6 Manage and resolve conflict, and work collaboratively in teams

Self-Management - C.3.9 How can I share my skills to help peers who need more practice? C.3.15 Consider ethical, cultural and environmental implications

Research - D.7 Collect and analyze data to identify solutions and make informed decisions

Thinking - E.2.3 Create novel solutions to authentic problems (Service; Personal Project)

by Tregre, Triche, Liggan, Hall, Bourgeois

Good Health and Well-Being

2023-10-16 19:38:36 UTC

Action: Health and well-being is essential to creating a productive life and quality education. Ways to do this can include implementing goals such as a clean and safe environment, access to food and water, time outside for exercise and fresh air, and access to mental health resources.

Skills: Self Management - Forming daily routine, setting and reaching goals, practicing healthy habits

Self Motivation

2023-10-17 14:07:07 UTC

Building Self-Motivation in Middle School

Learning Objectives:

Define self-motivation and understand its importance.
Recognize personal goals and aspirations.

Introduction (10 minutes):

Begin the lesson by discussing the concept of motivation with the students, asking them what it means to them and how it influences their lives.
Explain that self-motivation is a valuable skill that helps them reach their goals, and it is something they can develop.

Activity 1: Self-Reflection:

Distribute handouts with motivational quotes to the students.
Ask each student to choose one quote that resonates with them and explain why they chose it.
Share some of the responses with the class to emphasize the importance of motivation.

Activity 2: Setting Personal Goals:

Have students brainstorm and write down their personal goals and aspirations.
Encourage them to think about both short-term and long-term goals, including academic, personal, and extracurricular goals.
Students can share some of their goals with the class, promoting a supportive environment.

Conclusion and Reflection:

Conclude the lesson by emphasizing the importance of self-motivation and how it can help them achieve success in school and in life.
Ask students to reflect on what they've learned and how they plan to use these concepts in their lives.

-Piazza and Tobin (Middle School Science Teachers)

Mindfulness Awareness

2023-10-17 14:07:39 UTC

Class Activity:
"What's Going on with Me Today" Journal - at the beginning of class, students take 5 minutes to complete their journal. They write down or draw how they are feeling that day. It can be anything - good or bad. This is used to make the teacher aware of any feelings the students are going through. Everyone has a bad day, but using ways of communicating that makes students more aware of the body-mind connections. Creating possible solutions or a list of ways to make their day better helps express themselves and coming up with a solution. Students may share their thoughts if they would like, but do not have to.

Resilience

2023-10-17 14:16:53 UTC

Bellringer (Thinker): Recall and explain types of rigid motions and sequences
Materials: Expo marker, transparency, worksheet
Grouping: Pairs
Expectations: Use idea of rigid motions to determine if angles are congruent
Timing for Lesson: 25 mins
Plan of Action: Once materials are passed out, students will work through the problems using trial and error to map angles to corresponding angles.
Scaffolding: 1. Place transparency on paper and trace over Lesson Summary(Reflection): What steps did you take to determine congruency? What challenges did you face as you performed the rigid motions? How did you move forward following challenges?
Exit Ticket (Knowledge): Students will use transparency to create a pattern of two congruent angles. Use rigid motions to explain and prove congruency.

Social and Communication

2023-10-17 15:52:36 UTC

Skills: Give and receive meaningful feedback. Understand and use mathematical notation.
Bellringer (Thinker): Review previous Exit Ticket and utilize meaningful feedback from teacher to make changes and rework problem.
Materials: Student Workbook
Expectations: Students will utilize mathematical notation, PEMDAS, to work through solving for a variable.
Timing for Lesson: 25 minutes
Plan of Action: In groups students will follow order of PEMDAS to work through steps to solve for a variable.
Lesson Summary (Reflection): What difficulties did you have in reviewing your exit ticket? Was it difficult to fix your mistakes? What challenges did you face using PEMDAS?
Exit Ticket (Knowledge): Using their knowledge of the mathemical notation of PEMDAS, create a problem to solve for a variable.

Research: Multiplication Mnemonics

2023-10-17 17:48:21 UTC

Skill: Use memory techniques to develop long-term memory.
Expectations: Utilizing multimedia sources and personal knowledge, each group develops a way to grow their long-term memory for multiplication facts.
Scaffolding: Give examples of mnemonics and methods including abacus, written or oral repetition, song, skip counting, pop-it, BINGO and other games, manipulatives, trial and error.
Plan of Action: Research the best memory technique that will increase a student's long-term memory for memorizing multiplication facts. Once researched, groups should be able to model to other groups and explain through a class presentation.
Exit Ticket: Out of all the groups, what method do you think would most benefit you and your long term memory for multiplication facts.

Thinking: Conclusions and Generalizations

2023-10-17 18:59:05 UTC

Skill: Draw reasonable conclusions and generalizations.
Expectations: Students will analyze unit rate word problems and draw conclusions based off the given evidence.
Plan of Actions: Students will work through Practice Set in their workbook that focuses on unit rate. They will analyze the numerical data and draw conclusions based on their knowledge of ratios to determine the unit rate for each question.
Exit Ticket: Students will use generalizations gathered during the lesson to complete unit rate question.

Apply Existing Knowledge to Create a New Sport

2023-10-17 19:00:39 UTC

Students will collaborate and create a new sport with knowledge of all the sports taught throughout the year. They must combine at least 2 sports, but no more than 4. Students must come up with all rules and regulations, as well as all equipment needed for the sport. They have to name it and create a score card or some sort of scoring system. They can either teach the class how their sport is played or create a video with a demonstration. A rubric will be provided for students and they will be able to self evaluate, as well as the teacher evaluate the group.

Wascom, Shelby, Jackson, Fox