How School Makes Kids less Intelligent
1. Title: The benefits of being in nature, and the importance of capturing moments in nature.
Course Subject: Visual Arts
Teacher’s Name: Spenser Adams
Volume: Volume III, Visual Arts
Date: 11/10/2021
Objective: Students interpret their own photographs and analyze their feelings and experiences in nature.
“Compares and contrasts visual qualities in works of art.” (V.A.D.1.3.1.)
Component/Standard: “Through the critique process, the student can use analytical vocabulary in verbal and written form to compare and contrast visual qualities in selected two-dimensional and three-dimensional artworks.” (V.A.D.1.3.1.)
Plan: Have students learn some of the benefits of being in nature through an interactive PowerPoint. Have them take a minute or two to go outside and experience the fresh air and take a photo of their environment after they learn about the benefits of being outside.
Then split the class into groups and discuss their photos, and how being outside made them feel.
Assessment: Have students write one or two sentences on how they felt when they went outside and post their analyses to the discussion board.
Homework: No assigned homework, just want students to understand the benefits of nature.
Cross-Curriculum Standards: This lesson uses not only visual arts, but language arts as well, having students write and communicate with one another about their experiences to go along with their photographs.
Differentiation: The beautiful thing about nature is that if you have a soul, and you are alive, you can experience its benefits. If some students had disabilities, or any other medical issues, under safe conditions and supervision, they would also be able to experience the beauty in nature and understand how it impacted them from a vibrational standpoint. Afterwards, they would still be able to communicate with their classmates about how it impacted their emotions, which makes this lesson even more special.
Technology: We used iPhones and smartphones to take pictures of the nature that the students selected by choice. The lesson was also over Zoom, which required an internet connection.
Written Component: Students write about how the nature made them feel and post their reactions to the discussion board.
Career Skills: Students develop more interpersonal communication skills by sharing their experiences in nature with one another. They also practice being able to see things from a different perspective.
-------------------------------------
Wengnian Cao
Lesson Plan
1. Volume: III
2. Subject: Art 3d II
3. Level: Middle
4. Grade: Sixth-eighth grade
5. Component: III. Studio Skills
6. Objective: Produce 3-dimensional forms demonstrating knowledge
of the elements of art and principles of design.
7. Competency: Student can incorporate the elements of art and
principles of design to produce a 3-dimensional artwork that reflect
personal style and utilize drawing techniques.
8. Materials: Pen/Pencil, paper, video(s), PowerPoint
9. Activity: Students will learn what is optical illusions and how to create one by themselves (with discussion).
10. Assessment: Come up with their own optical illusion drawings and share it.
-------------------------
Wesley Jakimowicz
November 11, 2021
Lesson Plan
1. Lesson
Title: A Deeper Look into Team Sports
Theme: Team Sports
Art Discipline: Physical Education
Grade Level: Ninth Grade
Teacher's Name: Wesley Jakimowicz
Volume: III
2. Date
Thursday November 11, 2021
3. Objective & Component
Objective: List historical facts relative to the origin and development of selected team sports.
Component: Origin and Development
4. Standard (Competency)
The student can discuss the history of selected team sports.
5. Plan (Activity)
Warm Up
- Tilt head forward for ten seconds
- Tilt head back for ten seconds
- Tilt head to each side for ten seconds
- Ten forward circles with arms to your side
- Ten backward circles with arms to your side
- Ten seconds of stretching each arm
- Ten seconds of shaking out each leg
Meditation
- One-minute-long meditation to get the class focused
- I want each of the students to focus on their breathing and manifest a successful day
Introduction
- My name is Professor Wesley
- Today we will be imagining ourselves in a ninth grade Physical Education class
- The title of the lesson is A Deeper Look into Team Sports with an obvious theme and focus on team sports
- This lesson is Volume III
Lecture
- So being someone that grew up playing soccer throughout middle school and high school, I am going to begin the lesson by showing a video on the history and origin of soccer
- Show video:
o Pay attention because I am going to ask for a few volunteers at the end of the video to tell what something that they learned
o https://www.youtube.com/watch?v=bijbRKgC4WI
- Some of the things that I learned from the video that I did not know before:
o Earliest evidence of soccer came from China near the third century BCE and it was called “cuju” or “kick ball”
o No surprise here, but soccer’s first official rules were defined in England
o The first soccer rulebook was made in 1863 and there was a second rulebook made in 1871 that allowed you to use you hands which eventually became rugby
- Have some volunteers share what they learned from the video (at least two maybe three)
- Have Professor Morejon make breakout rooms of four students each
o I am going to give each group around six minutes to research a team sport and discuss the history and origin of that team sport
o I want each group to go to the discussion board, write down the members of your group, and state the sport your group researched and three interesting fun facts you learned about the history and origin of the sport
- Bring the students back in and have some volunteers discuss what sport their group researched and a few fun facts that they learned through their research (at least two maybe three)
- I just want to wrap up a few loose ends and explain why we learned about the history and origin of sports today
- Raise your hands if you played a team sport growing up or even still play a team sport to this day
- Now raise your hands if you know the history and origin of the team sport you played or currently play
- It is important to know the history and origin of sports because it helps you better understand the rules and objectives behind a sport
- I am going to give the class some homework for over the weekend and that is going to be to go out and try to play which ever sport your breakout room group researched
6. Assessment
The assessment or “exit ticket” of my lesson plan today is going to be each group having one member post in the discussion board about what sport they researched and three facts about the history and origin of the sport.
7. Homework
The homework I am going to give to this class is to go out with some friends in their free time and play the sport that they researched.
8. Cross-Curriculum Standards
The cross-curriculum standard of this lesson was between Physical Education, which was the subject and discipline of the lesson, and a mixture of Research and Writing, which was done by each group in the breakout rooms and discussion board post.
9. Differentiation
The differentiation of this lesson was shown by learning through visual arts through the YouTube video, learning through participation and class discussion, and learning through group collaboration.
10. Technology
I used technology by showing the class a YouTube video.
11. Written Component
The written component of this lesson was each breakout room group posting in the discussion board.
12. Careers Skills
Research is a skill that each breakout room group used when learning the history and origin of their team sport. Research is a skill necessary in many career paths. Being able to collaborate effectively in groups is something that the class had to do today as well, which is a skill needed in almost every career path.
-----------------
Amaya Turner
LESSON PLAN
Volume III
Subject: Kirigami (Visual Arts)
Level: 4th grade
Objectives: Learning and improving fine and visual motor skills.
Component: Aesthetic and Critical inquiry
Materials: paper and scissors
Competency: Make students get creative with folding and cutting to make a kirigami.
Activity:
5 min warm up with stretching, box game, and meditation (with spa music in the background)
An example of how to do kirigami
Breakout room (3-4 students) to create their own kirigami
Discuss as a class and present their work.
----------------------------
TAL 324 G
Rea Cranwell
Lesson Plan
1. Traditional Thanksgiving Foods
ESOL
Drawing
Second Grade
Rea Cranwell
Volume I
2. Wednesday November 10, 2021
3. Component: VI Culture
Objective: 2. Understands traditional celebrations of American holidays and compares/contrasts them with their own culture.
4. Standard/Competency: The student will be able to participate in a variety of cultural activities to gain and share information reflecting different cultures.
5. Plan: a) Intro: If students celebrate Thanksgiving, what are their traditions?
b) Video: Kids try 100 years of Thanksgiving food
c) PPT Presentation/Lecture on traditional Thanksgiving foods
d) Activity: Students will guess what foods go in each section of the meal as we go thru the PPT
e) Assessment described below
f) Conclusion/wrap-up: Thanksgiving in other countries
6. Assessment: Students will get into groups and create their ideal Thanksgiving meal, making sure to incorporate each category (main, sides, desserts) and create a “What’s on my Thanksgiving plate” drawing. If time: Guess the Thanksgiving Food Youtube video
7. Homework: No homework-enjoy Thanksgiving break regardless of if students celebrate.
8. Cross-Curriculum Standards: Social Studies-Cultural Awareness Components.
9. Differentiation: Incorporating picture examples of food to demonstrate/communicate the idea to students that are still learning English (ELL).
10. Technology: PPT Presentation and a short video.
11. Written Component: Students can write down their ideas when in their groups about their ideal Thanksgiving too.----------------------
Alex Senich
Lesson Plan
Rock Cycle
Earth science
interdisciplinary arts
Grade 3
Alexander Senich
Volume one
2. November 10th 2021
3.
III Earth and Space science
4.
After participating in group activities, student will be able to observe compare and contrast the different Earth Materials
5. Plan
Begin class with centered warm up to start with a clear mind
Introduce topic and begin with class video to have everyone up to speed
Continue into detailed lesson on the types and structure of different rock types
Pass out work sheet and allow class to work y themselves or others
Go over work sheet, allow for Q and A
----------------------------------
Eden Avolio
LESSON PLAN
I. Title: The Nature of Science as Inquiry
Science
Kindergarten
Eden Avolio
Volume I
II. Date
November 10,2021
III. Objective(S.M.A.R.T / Specific, Measurable, Achievable, Results Focused & Time Bound): Use the 5 senses to gather information for science
IV. StandardsAfter using the science process skills in hands-on group activities, the student will use the five sense to communicate collaboratively the results of high-level science activities
V. Plan (Beginning, Middle and End)a) Warm Up- 1 minute. Ask about the importance of senses and if the students can name any. Ask questions leading up to the discussion of senses.
b) Lecture-4 minutes. Use PowerPoint presentation and explain each of the five senses: (1) sight (2) hearing (3) smell (4) taste and (5) touch. For each of the senses the instructor will explain which part of the body is related to the sense and some examples of different things you can observe using that sense.
c) Activity-8 minutes. The instructor will have 2 unlabeled bags, one with sugar and the other with salt. They will then choose 5 students. Each volunteer will use just one sense to try to figure out which bag is salt, and which is sugar. As taste will be the most obvious sense it will be last. Before the student who will taste goes the instructor will ask the class which bag they think is salt and which they think is sugar.
d) Assessment 7 minutes. Ask the students to work with a partner or a small group and find an object near them. Then use all 5 senses describe that object. Enforce a rule here that students may only use taste if the object is edible to prevent students from licking dirty or unsanitary classroom objects. After all groups are done discussing ask some students to share their findings with the class. If no one volunteers, then call on a random student.
VI. Assessment
This assessment of asking students to use their senses and then share their findings with the class will demonstrate their ability to use all 5 senses for scientific activities.VII. Homework
Ask students to think about their 5 senses whenever they notice a smell, sound, taste, sight or touch that stands out to them.
VIII. Cross-Curriculum Standards
Language Arts: Vocabulary/Word StudyStandard: Participating in daily phonemic awareness activities: Listening and rhyming games, exploring initial and final sounds
Students would be using their sense of sound to process words and improve their vocabulary skills.
IX. Differentiation
Students with disabilities (especially weaknesses in one or more senses) will be able to work with a classmate who can communicate what they are sensing to them.
X.Technology
These students are very young so likely do not know how to use technology well or have access to it, but the instructor can use technology to display the presentation and also play videos about the 5 senses.
XI. Written Component
These students are very young, so likely do not know how to write well/ spell, but if this lesson plan was for slightly older kids, they could write their findings from the assessment and could also keep a running list of the traits from the class activity.
XII. Careers Skills
The 5 senses are something we all use in our everyday lives, but it is important to take a step back and think about how important they are to every aspect of our lives. This can translate to career skills of noticing and appreciating what others take for granted.
Comments
Post a Comment