Learning+Activity+6-C-1

= Home > Learning Activity 6-C-1: Video or Map Lesson Plan=

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==Bernie's Lesson Plan==

The Khan Academy videos have been around for a few years, including over 3,100 videos on mostly math and science topics; they have expanded on a few humanities, economics, and finance topics as well. For background, our curriculum department thinks these videos are great; one of our teachers is using them in a “Flip” model of teaching for algebra. I have my doubts about the value of some of the videos; students have mixed reactions to them, so they are worth trying. I’ll be curious about your opinions, as mostly non-science teacher/students.

This lesson plan is designed for a high-school chemistry course, probably during the second semester. Students should be familiar with basic chemical concepts, including how to use the periodic table, naming compounds and molecules, and balancing chemical equations. The Ideal Gas Law is often introduced as a change of pace, since it can be treated independently from most other topics in chemistry. As often is the case, we would start with a KWL session. They would be asked to review what they know about the four states of matter; they would be informed that we are going to learn how gases behave in much more detail than they probably knew before. We will also fill out the “preview” portion of NARA worksheets.

For homework, they would watch three videos: “Ideal gas equation: PV = nRT, Ideal gas equation example 1, and Ideal gas example 4, totaling about 30 minutes of play time. The next day, we will complete the NARA worksheets while discussing the videos. Students will be asked to work similar problems, in groups, from a new worksheet.

If the Kahn videos were successful (based on formative assessments of various types), we can review and relate the Ideal Gas Law to the Combined Gas Law and other behavior expected of gases. If the videos were less successful, we will review the Ideal Gas Law from more conventional perspectives, explaining the physics of gas behavior and the algebra that follows. There are some other video options if students would like to continue using that medium.

==Kris' Lesson Plan==

**Title:** Gerrymandering, purpose and effect

 * Brief Description:** The students will learn about the process of gerrymandering (drawing voter district lines to give one party/group a distinct political advantage over another)

Show students a map of the PA Congressional Districts (19) and ask them to describe them based on their boundaries. Will list their answers on the board to compare as a group.
 * Anticipatory Set:**

3. The students will be able to identify possible gerrymandered districts
 * Goals and Objectives:**
 * 1) The students will be able to name define gerrymandering
 * 2) The students will be able to explain why a political party would want gerrymandered boundaries and the effect it has on voter power

Background – Students will have read about gerrymandering in their textbook and we will have discussed the idea a number of times in the course up to this point, but never really explained it. Using the anticipatory set from above, we will start a quick discussion on what gerrymandering “looks like” which will be followed up with an article on gerrymandering explaining the effect that it has on voter power and influence. Students will then look more closely at the two websites that provide maps of PA Congressional districts and evaluate them using the NARA worksheet. They will also be asked to do some background research on the politicians who hold a representative position in each district (party, ideological beliefs, voting history…) using the interactive map (1st website listed below) and create a list of possible gerrymandered districts in PA and explanation as to why they think this.
 * Procedures:**

Student’s participation in discussion and completion of the NARA worksheets that will be collected after the discussion.
 * Methods of Assessment:**

Article on gerrymandering “Beyond the Gerrymander” PA District Map -- []
 * Materials or Resources:**

PA District Map -- []

==Sharron W's Lesson Plan==

Objective: Students will use a KWL to note information learned from videos on one-room schools.

Materials:

KWL charts

SEA charts

[|One-room schoolhouse facts]

[|Our visit to the Schoolhouse]

Activities:

Ask students what they think they know about one-room schools and add the information to their KWL charts. Then show the short video [|One-room schoolhouse facts]. Students will add any information they learned in a discussion.

Play the second video [|Our visit to the Schoolhouse] with the direction to just use the Scan portion of the SEA to note anything they see that is obviously unique about what students would have looked like and done in 1910. Have students pair to share what they wrote.

Play the second video [|Our visit to the Schoolhouse] a second time. Have students watch more closely and add Evaluations and Analysis to their SEA chart.

Have students add any information from the SEA chart to their KWL chart.

Evaluation: SEA and KWL charts adequately reflect an understanding of the information within the videos Extension: Have students create interview questions to ask someone who went to a local one-room school.

==Justina Reph's Lesson Plan==


 * Justina Reph **


 * Topic: Hurricane Katrina Damages **


 * Subject: Math, Science, Geography **


 * Materials: **


 * Video: **


 * [] **


 * Map: **

[]

KWL chart


 * Goals and objectives: **

1. Students will be able to use the video to complete the KWL worksheet.


 * 1) Students will be abele to use the key and the scale on the map.
 * 2) Students will be able to find the average distance away from the different waterways.


 * Procedure: **

• Students will come in and the video will be shown on the whiteboard.

• Students will work with a partner and complete the KWL chart from the video.


 * We will go over the students KWL chart. (Students will bring up about the flooding.
 * We will then discuss about living near the different waterways (ocean, river, creeks, lakes, etc.

• Students will then use the key on the map to determine how far away most of the flooding was from the different waterways. (They will find the average for all different flood levels.)


 * We will then discuss their answers.


 * Promote critical thinking skills: **

This lesson will promote critical thinking skills by applying different map and math skills to find the average distance.


 * Curriculum: **

This lesson will integrate into our curriculum by using finding the average. It also deals with science, as talking about different waterways. It also deals with geography because of using the key and the scale from the map.

==Lori's Lesson Plan== **Course:** Advanced Placement English Language and Composition
 * Topic**: Analyzing Humor and Satire


 * Attention Getter**: To introduce the concept of satire and humor, students will view a clip from Saturday Night Live


 * Objectives**: Following the video a Keystone Commons (KC)* post will lead students to the idea that essay writer’s have a purpose in mind and use different techniques to get there. They will then consider and respond to several questions on KC about the video clip: What was it spoofing? What made it humorous? How might a writer achieve the same effect in writing? (Students will be encouraged to comment on each other’s posts.) In this lesson they will be learning how to analyze the techniques writers use to produce satire and comment on their effectiveness.


 * Lesson**: Students will review the definition of satire. Then they will read S.J. Perelman’s “Insert Flap A and Throw Away.” They will be guided to look for elements of satire similar to those they saw in the video clip, as well as rhetorical devices that make the satire effective in writing.


 * Assess understanding**: Students will respond to an AP writing prompt comparing a satirical passage and the satirical video clip.


 * Keystone Commons is a blogging site we use at our school.

==Antonio's Lesson Plan==


 * Subject:** Health and Nutrition


 * Overall Lesson Goal:** To help the students in making healthy choices in their daily eating habits.

Students will learn the basics of reading a nutrition label. Students will be able to identify and know the difference between whole foods vs. process foods Students will learn some of the non-healthy and healthy ingredients contained in foods.
 * Objectives:**

Nutrition Labels - students will be told ahead of time to provide at least one of these from their favorite foods. KWL worksheet Venn Diagrams Videos - Label Reading 101 []. Healthy vs. Processed Foods + Labels [].
 * Materials needed:**

Students will be led in a brief classroom discussion on healthy eating, whole foods, process foods, and reading nutrition labels. Students will be asked such questions as: What do you think the term "healthy eating" means? Do you know the difference between whole foods and process foods and if so give some examples of each? Do you know what the words and numbers on the nutrition labels mean and stand for? After the student responses, the instructor will begin to fill out a KWL worksheet which would be posted in oversize form in front of the classroom. Students will then be shown the videos Label Reading 101 and Healthy vs. Processed Foods + Labels and ask to fill out the Venn Diagram during and after viewing to compare the videos. Really want students to see just how much information the videos have in common. Instructor will finish filling out the KWL worksheet from the students feedback in what they have learned from viewing the videos.
 * Procedure:**

After the gathering and discussion on the information from the videos, the KWL chart and Venn Diagrams students will be ask to look at the nutrition label or labels that they have brought in from their favorite food. In a brief written statement answer the following questions: From looking at and reading your nutrition label explain why you feel that your favorite food would be healthy or unhealthy for you to eat? What if anything would you change in your current diet and why? Include in your statement and reasoning - what type of food you are eating (whole or process) serving size, ingredients and calories.
 * Student Assignment:**

Critical thinking skills would be used in analyzing the information contained on the nutrition labels and writing their statements. This lesson could be used as a lead in learning how to create an individual healthy diet plan. Having the schools dietary support staff come in and speak to the class on nutrition, how school lunch menus are established / determined and why is it so important to maintain a healthy dieting lifestyle could also raise awareness in students eating habits.

==Lindsey's Lesson Plan==

Objectives: -Analyze the map using the SEA method -Use the state forest topo map to identify 10 geographic features from the unit -Determine the elevation of the feature using the contour lines

Materials: -Online topo map [] -Feature list -SEA chart

Activities: -Have the students open the online map and give them several minutes to look it over -Hand out the SEA charts and have the students analyze the map -Hand out the feature list and have the students Identify 10 geographic features -Give a 10 minute lesson on contour lines -Give the students 15 minutes to determine the elevation of their geographic features, in small groups

==Ryan Hinton's Lesson Plan== Ryan Hinton - Primary Source Lesson Plan Maps Objective: Students will analyze John Smith’s primary source document entitled, “Instructions by way of advice, for the intended Voyage to Virginia” as well as the Map that John Smith worked on for the newly formed colony of Virginia. Resources: Copies of the Primary Source Documents Links to Primary Source Information: Map: [|http://www.virginiamemory.com/online_classroom/lesson_plans/nova_virginia_tabula#lesson_imgs] Reading: [] Procedures: Students will use the SEA worksheet to Scan, Examine, and Analyze John Smith’s “Instructions be Way of Advice, for the Intended Voyage to Virginia.” For this assignment, I would prefer for my students to use the SEA worksheet since it is somewhat simpler and easier to use. Using a graphic organizer such as a KWL chart, students will fill out what they already know about the European Exploration of the New World as well as Jamestown and/or Virginia. We will have learned about different European countries colonizing at this point such as France and Spain, I believe a KWL chart on what they already know about the European exploration of the New World, what they would like to know, and what they learned, would be in order. To differentiate the lesson, I would allow my students to write their own instructions of what they believe would be the necessary steps needed to ensure a greater chance of survival if they were hypothetically creating their own colony in the New World. I believe through the SEA process, higher level analytical thinking skills would definitely be used by my students. After we review the information from John Smith’s Instructions, I would then have the students analyze the map of Virginia. Hopefully this would lead into a class discussion about what sort of things he included on the map and why, as well as what sort of information was knowingly over exaggerated or overlooked and why. This obviously ties in with the events leading up to the colonization of the American Colonies.
 * What product(s) will your students create, if any?
 * How will your activity promote critical thinking skills?
 * How will this lesson integrate with the rest of your curriculum?

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