Transcript: Photo based on: 'horizon' by pierreyves @ flickr Exam Goals ChIP: 6th Grade Social Studies. Exit Slips, Admit Slips, Quick Writes, etc. Pre-Assessment/Post Assessment Essential Questions Assistance Lesson Language Arts Standard #1: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Language Arts Standard #2: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes) Technology The Golden Age Reflection Lesson Paired Review: Line-Up Wrap it Up with the Mind Map Assessment Video Project Content Area What are the key differences between direct democracy and representative democracy? How did Alexander the Great spread culture? What are some contributions of the ancient Greeks that affect us today? How did the government of Athens change as a result of the Peloponnesian War? Technology Standard #1: scan, crop, and save a graphic using a scanner, digital camera, or other digitizing equipment Technology Standard #2: A.4.3 Use a computer and productivity software to organize and create information PAR Essential Questions Disposition #1— TSW compare ancient Greek mythology to their own beliefs. Disposition #2 – TSW explain in writing the importance of democracy as a result of the in-class demonstration of tyranny. Recall, Analyze, Synthesize Block Plan Standards Knowledge #1: TSW explain how Greek mythology affected the arts and sciences of the ancient Greeks. Knowledge #2 verbs: TSW explain how Alexander the Great’s rule caused Greek culture to spread. Language Arts Skill #1: TSW use Analogy Charting to compare the government structure of Ancient Greece to the government of the United States. Skill #2: TSW compare and contrast the roles of Athens and Sparta during the Peloponnesian war. SQ3R: Study System Standards Content area (Social Studies) Standard #1: B.8.3 Describe the relationships between and among significant events, such as the causes and consequences of wars in United States and world history Content area (Social Studies) Standard #2: B.8.10 Analyze examples of conflict, cooperation, and interdependence among groups, societies, or nations Goals Rubrics Preparation: Mind-Map Scan the chapter
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Transcript: Accomplishments Project 1 www.kairoscanada.org Simulation Review Final edits Use in schools, camps, conferences, etc. Resource List Over 30 resources Local, State & National Air, water, soil, wildlife & others Environmental Health Resource List Bemidji Area Environmental Health Advisory Committee Agencies, organizations, and individuals Variety of topics Simulation Two different versions Interactive roles Maps, scrolls & individual testimonies Target AI communities Maintain and protect environmental resources Importance of the environment Traditional Foods Cultural beliefs Prevent and treat illness Goals of the resource list Next Steps Resource List Research organizations and agencies Local, State & National levels Contact List Compilation Goals of the simulation Activities conducted and my role Alexandra Thompson UW-Platteville 2014 AHEC Intern Challenges American Indian History Simulation Timeline of AI history from the arrival of the Europeans to the present Adapted from The Blanket Exercise Learning to work with AIs Cultural differences Working with national organizations Time zones Simulation AI history research Discussions with Tribal members Resource List Presentation Mapping exercise Publication Educate Natives and Non-natives Use at GLITEC staff speaking engagements Project 2 34 Tribes and programs Mission: "To support Tribal communities in their efforts to improve health by assisting with data needs through partnership development, community based research, education and technical assistance." Learning About American Indian Culture Through History and Environmental Health Great Lakes Inter-Tribal Epidemiology Center
Transcript: Block Plan Critical Thinking Paradigm 3 Levels: Checking Understanding CARI 2. What problems developed for American society during the 1920's? ChIP Presentation Reading Standards for Informational Text: Integration of Knowledge and Ideas Details of the Preparation Stage Determining background knowledge Retention Reflection Lesson Plan Reading Autobiography Vocabulary Lesson Questions Inventory of Reading Interests Civil War to Present Students will be loyal to their morals even when circumstances in life change. Vocabulary Lesson Lesson Plan for Preparation B.12.1 Explain different points of view on the same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speeches Study Systems Three Level Guide Study Systems Idea Bank Technology Standards Graphic Organizer Idea Bank The Chapter Instructional Plan, an artifact from EDU 431, Content Area Literacy that supports standard 7. It demonstrates the ability to plan in depth, long and short term, lessons and literacy activities for a chapter. Planning and organization are key factors in effectively reaching all students in the classroom. A teacher demonstrates the skills of long and short term instructional planning though the use of the ChIP. While incorporating literacy and multiple modalities, the ChIP serves as an in depth guide for planning a chapter in my classroom. Vocabulary Lesson Demonstrating learning IRI Subject: Social Studies (History) Topic: The Roaring Twenties Grade: 11th Meeting Days and Times: M-F 8:00-8:50 C.12.4 Demonstrate self-motivation and increasing responsibility for their learning • make decisions about group and classroom projects and learning objectives • identify topics for independent study to meet individual learning needs and interests • develop and apply criteria for judging success of learning projects • establish goals, plans, budgets, and timelines for completing a project • recognize gaps in personal knowledge and apply strategies for addressing them • evaluate progress and quality of personal learning • articulate personal goals in pursuit of individual interests, academic requirements, and career paths Overcoming text problems Goals: B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion Study System Independent Learning Study Systems A class of 28 students consisting of 17 Caucasian, and 9 Hispanic, who all come from the upper middle class. 15 males, 13 females. There are no students with IEPs. Chris Sosinski Students will know the key social traditions of the 1920's. Extending the reading experience Assistance Critical Thinking Paradigm Building background knowledge Vocabulary Lesson 3. What cultural practices from the 1920's are still used today? Students will explain how the Red Scare affected the thoughts of Americans towards the growing immigrant populations. Reading Standards for Informational Text: Key Ideas and Details Details of the Reflection Stage B.12.6 Select and analyze various documents that have influenced the legal, political, and constitutional heritage of the United States Standard 7: The teacher possesses knowledge of educational foundations and skills at instructional planning. 1. How did American society change after the conclusion of WWI? Final Assessment Prentice Hall America: History of Our Nation Reflection Rationale: Dispositions Preparation Question Answer Relationship Students will thoroughly describe the characteristics of jazz music and explain what made it such a popular genre. Reading Autobiography CARI Assessments Preparation Building comprehension QAR Evaluation Cube Assistance Lesson Plan Reading/Language Arts Standards Reflection Three Level Guide B.12.8 Recall, select, and explain the significance of important people, their work, and their ideas in the areas of political and intellectual leadership, inventions, discoveries, and the arts, within each major era of Wisconsin, United States, and world history Textbook Skills Graphic Organizer Content Area Inventory Assistance Three Level Guide Knowledge B.12.7 Identify major works of art and literature produced in the United States and elsewhere in the world and explain how they reflect the era in which they were created B.12.9 Select significant changes caused by technology, industrialization, urbanization, and population growth, and analyze the effects of these changes in the United States and the world Three Level Guide Perspective Cube Students will have a greater appreciation for the freedoms they have as American citizens. QAR History Standards B.12.3 Recall, select, and analyze significant historical periods and the relationships among them Details of the Assistance Phase 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively)
Transcript: Sand, gold, petroleum, lead and copper are extracted. Copper is cheap and make a good transistor. Sand is refined into silicon and silicon is used as a base of the memory chip. Petroleum is extracted to make plastic. Use how silicon is made Sand is melted and goes through chemical process to make pure silicon. The pure silicon is then melted again and is molten into a cylinder. The cylinder is sliced into wafers that are about 0.775mm thick. Ions are implanted and patterns are created to fit a specific circuit that is needed. Lead is used to make small pins and it is plated with gold. Also, small amount of gold is plated in the chip to make better transistor for electricity. Petroleum is refined through chemical process and is turned into a plastic,and plastic is needed to protect the memory chip. Copper is made into wires in the circuit. Manufacture/Marketing The memory chips are installed in a computer and when a computer is used for a long time, the chip wears off and doesn't function anymore. The chip is sent to a repair shop and the wires are fixed or the whole module is replaced. If the chip is not repaired, it would be sent to a place like Best Buy where they take the chips apart and make new chips or they would be trashed in a landfill. Sometimes people extract gold from the chips and turn them into jewelry. However, this requires at least 5 chips. Process Extract Gold, copper, plastic, lead is added onto the silicon base. These chips are sold to companies. By: Sungyeon Cho Computer memory chip
Transcript: Kelsi Daffner 8th Grade Social Studies Standard 7: the teacher possesses knowledge of educational foundations and skill at instructional planning. Standard 8: The teacher knows how to assess and evaluate student learning. Standard 4. The teacher knows how to teach. The CHIP project demonstrates my ability to use different instructional strategies to encourage learner development of critical thinking, problem solving, and performance skills. Preparation: "...the teacher needs to choose preparation activities that will build a conceptual base of understanding for students and thereby enable them to be more successful in reading" Richardson & Morgan pg 6-7 - motivation Assistance: Building comprehension and critical thinking skills Helps students react to their readings Creates purpose for reading Reflection: Students are asking themselves questions "When students truly reflect on a reading, they retain the material longer and at greater depth." Richardson & Morgan Pg. 7 Any Questions? Post-Assessment Cultural Celebration Graphic Organizers Reading Autobiography Reading Interest Inventory Content Area Reading Inventory Teacher Created Textbook Tour Lesson 1: Vocabulary Lesson Western Hemisphere Cultures and Geography Assistance Chapter Instructional Plan Reading Autobiography Interest Inventory Teacher-Created Textbook Tour Content Area Reading Inventory Vocabulary Lesson PAR Lesson Framework Preparation Assistance Reflection Question-Answer Relationship Three Level Guide Study System - Lesson 2 Magic Squares 3 Week Unit on 2 chapters Europe and United Kingdom Question-Answer Relationship Three-Level Guide Lesson 2 - Study System Magic Squares Critical Thinking Paradigm Idea Bank Lesson 3: Critical Thinking Paradigm How have different parts of Europe and the United Kingdom developed historically? What geographic and cultural characteristics define the sub-regions of Europe and the United Kingdom? Preparation Preparation Essential Questions: Pre-assessment: Thumbprint activity Picture associations Critical Thinking Paradigm Idea Bank Lesson 2: Critical Thinking Paradigm Assistance Reflection Rationale 6: The teacher promotes and models effective communication. Teacher promotes effective verbal and nonverbal communication techniques as well as instructional media and technology to foster and engage active inquiry, collaboration, and supportive interaction in the classroom, in the school, and in the community. Reflection
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