Learning+Activity+6-C-1


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_ Jenn Matyasovsky Learning Activity 6-C-1 Video or Map Lesson Plan 1) Students will participate in the Activating Strategy as described above. 2) With a partner, students will complete a VIP (Very Important Points) Pairs Read using the article “Completing he Transcontinental Railroad, 1869:Driving the Golden Spike” from [|eyewitnesstohistory.com.] For this activity, students will take turns reading the article out loud. As they are reading the will complete a double entry journal on which they identify VIPs on one side and provide an explanation/connection to the information from the article about the completion of the transcontinental railroad on the other side. 1) This day will start with a class discussion reviewing key information from yesterday’s lesson. 2) Students will complete the NARA Map Worksheet and analyze the **//__map__//**: [|http://memory.loc.gov/cgi-bin/map_item.pl?data=/home/www/data/gmd/gmd370/g3701/g3701p/rr005950.jp2&itemLink=r?ammem/gmd:@field(NUMBER+@band(g3701p+rr005950))&title=New+map+of+the+Union+Pacific+Railway,+the+short,+quick+and+safe+line+to+all+points+west.&style=gmd&legend]= 1) Students will complete the Journey on the Transcontinental Railroad Activity (attached). This will require to synthesize information from all days of study about the building and completion of the transcontinental railroad, as well as reference the primary source map from Day 2 activities. Students will create a simple acrostic poem using the word RAILROAD. For each letter in the word, they will use a term, person, event, or description related to the building and construction of the transcontinental railroad in the mid-1800s. Example: -Photographs for Activating Strategy: Photo #1: Driving the Last Spike: [] Photo #2: The Central Route: [] Photo #3: Mission Accomplished: Promontory Point, Utah: [] Photo # 4: Chinese-American Contribution to Transcontinental Railroad: [] Photo #5: The Building of the Transcontinental Railroad: [] -Transcontinental Railroad Article: **Completing he Transcontinental Railroad, 1869:Driving the Golden Spike**: [] -NARA Map Worksheet: [] -Primary Source Map: **New map of the Union Pacific Railway, the short, quick and safe line to all points wes**t [|http://memory.loc.gov/cgi-bin/map_item.pl?data=/home/www/data/gmd/gmd370/g3701/g3701p/rr005950.jp2&itemLink=r?ammem/gmd:@field(NUMBER+@band(g3701p+rr005950))&title=New+map+of+the+Union+Pacific+Railway,+the+short,+quick+and+safe+line+to+all+points+west.&style=gmd&legend]= Students will use the NARA worksheet to take a detailed look at the map provided by of the Union Pacific Railroad. This map, from 1883, shows the major and side railway lines and indicates how the country is becoming more and more linked during this time. Students will be using a double-entry chart as they read the article. They will be pulling out key information and also reflecting and making connections as they read about the completion of the transcontinental railroad. Students will complete an activity packet in which they create a character traveling on the railroad, plan and map out their journey and create a diary entry. This lesson and activities incorporate analysis of photographs, identifying and summarizing key information, making connections, and analyzing a historical map. This lesson aligns with other activities and lessons that are completed during our study of American expansion west during the late 1800s. The transcontinental railroad was an amazing engineering feat of its time and its impact is almost immeasurable considering its role in increasing settlement and expansion of the American west.
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 * Lesson Plan: The Transcontinental Railroad (multi-day lesson)**
 * United States History Class, Grade 9**
 * Lesson Essential Question:** How did technology, transportation, and settlement patterns impact western expansion?
 * Activating Strategy:** Five different photographs related to the building of the transcontinental railroad will be displayed on the Smart Board. For each of the photographs, students will create a possible newspaper headline or caption to describe what is going on in the photograph. Students will complete a think-pair-share activity in which the share and discuss their captions. As a class, we will them revisit and discuss each photograph and discuss what is taking place as part of the building of the transcontinental railroad.
 * Lesson Activities:**
 * Day 1:**
 * Day 2:**
 * New map of the Union Pacific Railway, the short, quick and safe line to all points wes ** t
 * Day 3:**
 * Summarization/Lesson Wrap-Up **
 * R**ecruited workers
 * A**mazing achievement
 * I**nnovative
 * L**inked the eastern and western United States
 * R**educed traveling time
 * O**bstacles
 * A**mbitious
 * D**emanding work
 * Resources:**
 * Questions to Consider:**
 * 1)** **What method will students use to analyze the map or video?**
 * 2)** **Will your students use a graphic organizer like a KWL chart or Venn Diagram?**
 * 3)** **What final product will your students create, if any?**
 * 4)** **How will your activity promote critical thinking skills?**
 * 5)** **How will this lesson integrate with the rest of your curriculum?**

LuAnn Berger's Lesson Plan
1. Students will define the term compound interest and explain the value of compounding. 2. Students will set up an Excel spreadsheet to calculate compound interest. 3. Students will be able to use the =pmt and =fv functions in Excel to calculate savings and compound interest. 4. Students will be able to use Excel to determine savings goals. 1. //Introductory questions/discussion:// How many of you have had piggy bank when you were younger? What did you use it for? How many of you have a savings account at a bank or credit union now? What do you use it for? What are the advantages/disadvantages of using a savings account instead of a piggy bank? (answers may include: Adv: earn interest, safety. Disadv: can’t see your money, can’t get your cash without going to the bank/ATM.) The biggest advantage of putting your money in a savings account is that the bank pays you money (interest) for keeping your money at the bank. In a piggy bank, $100 is still $100 at the end of the year, but at a bank you will also have interest added to your account – you earn money without doing anything! So your $100 may be $103 at the end of the year. This may not seem like much, but it adds up. Let’s watch this video to see the effects of earning interest: [|http://www.commoncraft.com/video/saving-money-compound-interest] 2. //Define terms:// interest (the money a bank pays to the owner of a savings account for the use of their money.), compounding (the effect of earning interest over time when the interest is added to the original amount in the savings account). //3. Use Excel:// Go to Excel to set up a spreadsheet to calculate compound interest. Have students start a spreadsheet (review how to wrap text in a cell): || Add the following to row 2 of the spreadsheet: Beginning balance: $1000. (This is the amount used to open the savings account). Interest earned: =A2*3% (A2 is the cell with $1000 in it. 3% represents the interest rate. Money added – for the first activity we will not add any additional deposits, so keep this blank. Ending balance – beginning balance plus interest – what formula would you use? (=A2+B2) Can we copy everything on row 2 to row 3? (possible answers: no, we are not adding another beginning balance of $1000. Also our beginning balance for the new year is $1030.) What formula do we use to copy the number in cell D2? (=D2). Use the fill handle to copy other formulas. How much money will we have in ten years? (students will copy formulas for 10 rows of data. ($1343.92). What if we add $1000 at the end of each year? Students will set up a new worksheet to calculate this. ($12,807.80). How much money did we put into the account? ($13,000 – remember to include the initial $1000)
 * Lesson Plan:** Calculating compound interest using Excel formulas
 * Class:** Microsoft Excel (could also be used in my Accounting class)
 * Objectives:**
 * Overview:** Students will view a video describing compound interest and the value of compounding. They will then create an Excel spreadsheet that will calculate savings deposits and interest payments over a period of time. They will then be introduced to the =pmt and =fv functions in Excel and apply then to several savings scenarios to calculate total savings over a period of time. This is a mid-year project; students already have an understanding of Excel.
 * Lesson activities:**

//4. Introduce the =pmt and =fv functions:// We do not need to set up a spreadsheet like this to see the activity – imagine if we were saving over 40 years for retirement. We may not want to create a large spreadsheet like we did. So we can use =pmt and =fv. Demonstrate how to use these functions.

//5. The next step:// How much do you need to save every year to retire as a millionaire? Let’s assume you will work for 40 years. Interest rates can vary, so how much would you have to save every year if the interest rate was 3%, 7%, 10%? Students will use Excel to solve. 3% - $13,262.38 7% - $ 5,009.14 10% - $ 2,259.41

Dana Grandinetti's Lesson Plan

 * Title: The Central Nervous System (3 day lesson) Unit: The Systems of the Body Grade: 4-5 **National Standard: 1, 3NJ Core Curriculum Standard: 2.1** I. Performance Objectives ** 1. Cognitive – By the end of the lesson, the students should know the three parts of the nervous system and the five senses by the material we covered in class. They should also answer questions on a written test, scoring an 80% or better, that will be evaluated by the teacher. 2. Social – During the lesson the entire class should participate in theactivities and enjoy doing them by working with their classmates. Their attitudewill also be evaluated by the teacher. ** II. Material, Equipment ** 1. Lesson plan 2. 12 Targets 3. Pens/pencil/markers/crayons 4. Lemons 5. Orange peel 6. Perfume soaked cotton 7. Banana 8. Coffee 9. Garlic 10. Peppermint 11. Onion 12. Chocolate 13. Pepper 14. Paper bags(20) 15. Pennies or other coins 16. Clap chalkboard erasers 17. A book 18. Paper 19. Stapler 20. Ball 21. Jelly beans 22. 2 Bottle caps 23. 2 Paper clips 24. 2 Marbles 25. 2 Ping pong balls ** III. Diverse Students – no special needs **** IV. Procedure **// 1. Introduction (Time: 5 min.) //// -- // http://kidshealth.org/kid/htbw/_bfs_NSmoviesource.html - Kid friendly PBS video on the CNS. 1. Behavior – Students will get strikes against them, and if they get 2 checks next to their names they will not participate. When working in groups and doing a lot of activities, they must be on their very best behavior for the class run smooth, or they will do work out of a book. 2. We already talked about the brain which is one part of the nervous system and now we are going to go over the other parts: the neurons and the spinal cord. 3. Did you know that by eating chocolate it causes the brain to produce natural opiates, which are chemicals that produce a feeling of well-being, which dull pain? Researchers found that the chemical components in chocolate may make you feel happy. // 2. Content (Time: 10 min.) // 1. The CNS - a. Made up of brain, spinal cord, and neurons b. Control and communication center for your entire body. c. Job is to send and receive messages d. Controls all your thoughts and movements 2. Neurons - a. The cells that make up the nervous system b. Long and stringy c. Carry electrical messages to and from your brain and the rest of the body d. The basic functioning of the nervous system depends a lot on the neurons e. The brain has billions of them and they have many specialized jobs f. Two types - a. Sensory neurons – take information from the eyes, ears, nose, tongue, and skin to the brain. b. Motor neurons – carry messages away from the brain and back to the rest of the body 3. The Brain (review) - a. Command and main information center b. Helps body respond to the information it receives from the senses c. What are the three main parts? 1. Cerebral cortex – vision, touch, and other senses and movements you have no control over. ex. Thinking 2. Cerebellum – control balance and coordination 3. Brain stem – link to the spinal cord and controls digestion, breathing, anheartbeat. 4. Spinal Cord - a. Tube of neurons that run up the spine and attaches to the brain stem. b. Extends from the lower part of the brain down through the spine c. Info. from nerves that branch out to the rest of the body and goes to the spinal cord. 5. How the nervous system works - a. Think of the brain as a central computer that controls all the functions of your body b. The nervous system is like a network that relays messages back and forth from it to different parts of the body. c. The spinal cord carries the messages. It runs from the brain down through the back and contains threadlike nerves that branch out to every organ of the body. d. When a message comes into the brain from anywhere in the body, the brain tells the body how to react. 3. Teaching Strategy (Time: 40 min.) 1. Come to your senses a. All senses depend on the working nervous system. b. Sense organs start to work when something stimulates special nerve cells called receptors in a sense organ. c. Once stimulated, the receptors send nerve impulses along sensory nerves to the brain. d . Your Name's Lesson Plan Enter Lesson Plan here. brain then tells you what the stimulus is e. Ask if there are any food allergies f. We have five main sense organs.

5 SENSES ACTIVITIES: STUDENTS WILL HAVE HANDOUT TO USE TO FILL OUT INFO… 1. Ears-hearing a. Every sound we hear is the result of sound waves entering our ears and causing our eardrums to vibrate. b. The vibrations are then transferred along tiny bones of the middle ear and converted into nerve signals. c. The cortex then processes these signals, telling us what we are hearing ** ACTIVITY: MYSTERY NOISE ** 1. Handout 2. Close their eyes and see if they can guess what noise they are hearing. 3. The noises: 1. Shake pennies or other coins 2. Clap hands 3. Clap chalkboard erasers 4. Tap a pencil or pen on a desk 5. Close a book 6. Crumple up paper or foil 7. Stomp on the floor 8. Tear some paper 9. Close a stapler 4. Go over the answers 2. Tongue-taste - a. Tongue contains small groups of sensory cells called taste buds that react to chemicals in foods. b. Taste buds react to sweet, sour, salty, and bitter. c. Messages are sent from the taste buds to the areas in the cortex responsible for processing taste. ** ACTIVITY: JELLY BEAN FLAVORS ** a. Handout b. Give them different jelly bean flavors and see if they can guess what flavors they are. 3. Eyes-sight - a. Probably tells us more about the world more than any other sense. b. Light entering the eye forms an upside- down image on the retina c. The retina transforms the light into nerve signals from the brain d. The brain then turns the image right-side up and tells us what we are seeing ** ACTIVITY: TARGET ** a. Groups of 2 – Have one person from each group get 4 different colored markers b. Each group of 2 will have 1 target c. Place the target on the ground and have the partner 1 stand near the target. d. Have the student hold out an ink marker with the tip pointing down. e. Have them close one eye f. Have the student move forward or back or side to side until you think the marker would hit the center of the target if it was dropped g. Have the student drop the marker when they think it is over the target center. h. The marker should leave a spot where it hit the target. i. Try 3 times with one eye closed and add up the score for the 3 drops. Now try it with both eyes opened-diff. colored markers j. Check to see which score was higher. k. Repeat for partner 2 l. ON HANDOUT 4. Nose-smell - a. The cells in the lining of each nostril react to chemicals we breathe in and send messages along specific nerves to the brain. b. Very sensitive, researchers suggest that smells are very closely linked to our memories. ** ACTIVITY: EXPOSE YOUR NOSE HANDOUT ** 1. Containers filled with smells at each station. Students will count off into groups of 5: STATION 1 a. Mystery bag 1: lemon b. Mystery bag 2: orange peel STATION 2 c. Mystery bag 3: perfume soaked cotton d. Mystery bag 4: banana STATION 3 e. Mystery bag 5: coffee f. Mystery bag 6: garlic STATION 4 h. Mystery bag 7: peppermint i. Mystery bag 8: onion STATION 5 j. Mystery bag 9: chocolate k. Mystery bag 10: pepper 2. Ask the students to identify the smell, if it is good or bad, and if they have any memories about the smell. 3. Write their answers down and discuss 5. Skin-touch - a. The skin contains more than 4 million sensory receptors – mostly in the fingers, tongue, and lips. b. Gather info related to touch, pressure, temperature, and pain and send it to the brain for processing and reaction. ** ACTIVITY: DOUBLE TROUBLE ** 1. Small object pairs, a bunch of objects 2. Put one item from each pair into two separate bags. All together 5 pairs of bags. 3. Have students go back into their groups(5) and each try the activity to match the objects


 * V. Assessment/Evaluation (Time: 2 min.) ** 1. I will assess the students by testing their cognitive knowledge on the nervous system 2. After I am finished the lesson and doing all of the activities I will hand out the mini quiz on the parts of the system. ** VI. Closure (3 min.) ** Great job today. I hope everybody had fun. We learned a lot about our nervous system and our 5 senses. Can anybody tell me the three parts of the nervous system? Can anybody tell me some interesting facts you found out about your senses today? VII. References target=”_blank”>http://yucky.kids.discovery.com/noflash/body/pg000136.html http://hes.ucf.k12.pa.us/gclaypo/nervoussys.html http://faculty.washington.edu/chudler/neurok.html target=”_blank”>http://hes.ucf.k12.pa.us/gclaypo/nervoussys.html#Neurons http://library.thinkquest.org/3750/ http://kidshealth.org/kid/ Nervous System(please circle your answer) 1. Neurons carry _ to and from your brain. a. Messages b. Food c. Water 2. The three main parts of the brain are the cerebral cortex, cerebellum, andbrain stem. a. True b. False 3. The is a tube of neurons that runs up the spine and attachesto the brain stem. a. Spinal cord b. Heart c. Trachea 4. How many main sense organs do we have? a. 1 b. 4 c. 5 5. The tongue contains small groups of sensory cells called _ thatreact to chemicals in foods. a. Hairs b. Mucus c. Taste buds 6. The nose is very sensitive and researches suggest that smells are veryclosely linked to our memories? a. True b. False

Dana,

I absolutely LOVE your continual use of activities and hands-on experiences you have given your students throughout this unit plan! Your activities are a great way to reach all aspects of the Nervous System, which is very difficult at the elementary level. This topic is a difficult one for some adults to understand, let alone a 4th and 5th grader! You have made a very complex and difficult chunk of information very attainable for this age group and I may have to utilize your ideas in my future classes. I do not teach this age health classes, but I do teach 5th grade Physical Education and I always make sure to teach my class about our Nervous System during our swimming segment of class. I do this so they know the risks and dangers of diving and running on the pool deck (which they are never allowed to do in my class). It is a great way to provide a realistic outcome of what can happen and why. With the students thoroughly understanding the components of the Nervous System, which you have surely addressed with each day of this unit, they will take such situations much more seriously and will have a greater understanding to why we Health and Physical Educators stress safety so much!

-Tara

Ray Shreckengost's Lesson Plan
The students will: analyze primary sources; identify and summarize key details in a passage; analyze and interpret historical events Review the total war charts that students completed in a previous lesson (deals with military targets and effects of attack). Watch the video “Sherman’s March to the Sea” from Discovery Streaming ([]). Have volunteers explain how total war is displayed in the video. 1. Small groups of students read two passages, “Sherman’s Neckties” and “Sherman Takes Atlanta and Marches through Georgia.” 2. Groups complete a “20 Word GIST” or a “20 Words or Less Summary” for each passage. 3. Go over summaries together. 4. Individually write a journal entry from the viewpoint of a Union soldier involved in Sherman’s March. The entry should include experiences, thoughts, and questions the soldier may have had. Assign homework: Short answer essay: Would you have liked to participate in Sherman’s March? Why/why not? Have the students split up into two groups based on whether or not they would have willingly participated in Sherman’s March. Go over reasons why students would or would not have participated in Sherman’s March (homework from yesterday). Allow students the opportunity to change their minds after hearing the various reasons. Display a map of the United States on the whiteboard ([]). Have a volunteer locate Georgia. Then, have other volunteers locate the cities of Atlanta and Savannah. 1. Display “Sherman’s March to the Sea” map from [|http://memory.loc.gov/cgi-bin/map_item.pl?data=/home/www/data/gmd/gmdvhs/gvhs/gvhs01/vhs00040.jp2&style=cwmap&itemLink=D?gmd:1:./temp/~ammem_wheb::&title=Sherman's%20march%20from%20Atlanta%20to%20the%20sea.%20Drawn%20from%20official%20map%20of%20Brig.%20Genl.%20O.%20M.%20Poe,%20Chief%20Engineer]. 2. Partners complete the NARA Map Analysis Worksheet. 3. Two partner groups will work together to go over the analysis worksheets. Students will work together to create a final edition of the analysis sheet. Have the students list important facts they learned from analyzing the map in their notebooks. Discuss examples of total war during Sherman’s March. Answer in notebook: What aspect of Sherman’s March do you think was the most devastating to the South? 1. Introduce the Sherman’s March poster activity. The posters will include an illustration of Georgia with Sherman’s route from Atlanta to Savannah. They will also illustrate examples of total war in Sherman’s March. The poster will be titled “Sherman’s March.” 2. Individually create “Sherman’s March” posters. 3. Place posters around the classroom. Distribute a T-chart with “Example of Total War” and “Effect on the South.” Each student selects one of the posters and explains how illustrations on the poster negatively affected the South. Collect the completed T-charts. Total War charts from previous lesson “Sherman’s March to the Sea” video: [] Reading Passages: “Sherman’s Neckties” and “Sherman Takes Atlanta and Marches through Georgia” US map: [] Map of Sherman’s March: [|http://memory.loc.gov/cgi-bin/map_item.pl?data=/home/www/data/gmd/gmdvhs/gvhs/gvhs01/vhs00040.jp2&style=cwmap&itemLink=D?gmd:1:./temp/~ammem_wheb::&title=Sherman's%20march%20from%20Atlanta%20to%20the%20sea.%20Drawn%20from%20official%20map%20of%20Brig.%20Genl.%20O.%20M.%20Poe,%20Chief%20Engineer] NARA Map Analysis Worksheet Poster board and coloring utensils T-charts
 * __Objectives__**
 * __Day 1__**
 * __Review__**
 * __Introduction__**
 * __Procedure__**
 * __Closure__**
 * __Day 2__**
 * __Review__**
 * __Introduction__**
 * __Procedure__**
 * __Closure__**
 * __Day 3__**
 * __Review__**
 * __Introduction__**
 * __Procedure__**
 * __Closure__**
 * __Materials and Resources__**

Tara Giles' Lesson Plan
11th-12th Grade Health 2 For our **warm-up activity**, the students will have to answer in their own words what they feel nutrition is? They will have to provide the best possible definition that they can think of. After giving them five minutes to brainstorm, the students will share and compare their given thoughts. In order to validate whether or not their assumptions were on target, we will progress onward through the provided worksheet and answer any questions the students may have regarding nutrition. For this day’s **warm-up activity**, the students will have to brainstorm about the question “Does reading nutrition labels really help you eat right? What are the most important components to look for when reading labels?” Students will share their thoughts and conclusions with the class before going onto the day’s lesson.
 * __Nutrition, Nutrition Labels and Advertisement Strategies__**
 * __ TSWBAT: __**
 * S tudents will analyze the influence of family, peers, culture, media, technology and other factors on nutrition-based behaviors.
 * Students will analyze how messages from media influence nutritional choices.
 * Students will know and understand the proper forms of nutrition to choose, as well as how to read and assess nutrition labels provided by various foods.
 * Day 1 : **
 * After our warm-up procedure is completed and discussed, an information sheet,[[file:Nutrition.doc]] //,,//will be provided on the Elmo projector in order to introduce the topic of Nutrition. The worksheet will be thoroughly explained and reviewed throughout the class time in order to help students know and understand important key elements of nutrition. In order to help aide in their interest and attentiveness, the students will fill out a worksheet, [[file:Nutrition work sheets.doc]], provided to use throughout the remainder of the unit as a tool to help them remember the specific information.
 * A **conclusion** period will take place for the last five minutes of class to allow students to ask any questions that were left unanswered and to reiterate on important key information learned throughout the period.
 * <range type="comment" id="84371">Day 2&3 :**
 * After our warm-up procedure is completed, the students will learn how to thoroughly break down all components of nutrition labels. They will learn about the serving sizes and how some labels can trick you into thinking a food is healthy, when they simply provide a fraction of its contents and increase the serving size to 4 per container, which makes the product appear to have a healthy amount of a given component. The students will learn what healthy versus non-healthy recordings are for given components and will have the opportunity to put the knowledge to use with the hands-on activity.
 * The day’s activity will break the class into groups of four students per group. Each group will receive 10 food labels to analyze together (each group gets the same 10 labels). Their task will be to list the labels in order from the least healthy to the healthiest choices. All groups must paste the labels in the given order onto a poster board. They, then, must provide a fact about each label with an information bubble going to each. At the bottom of the poster board, the group will have to provide a one-paragraph summary explaining their least healthy choice and a one-paragraph summary explaining their most healthy choice. They will have to include data learned in the previous day’s lesson to validate their findings and provide justification to their responses. After these two paragraphs have been completed, the group’s final task for the day will be to form a one-paragraph summary of their findings throughout the assignment. They will have to state whether they were surprised by the healthy outcome of various food labels provided, as well as anything they thought was important from the lesson.
 * The activity will carry on throughout day 3 in order to give the students the adequate time needed to fully reflect upon the information provided and the food labels being analyzed.
 * Day 4:**
 * Warm-up activity:** <range type="comment" id="929230">Share one interesting fact that you have learned throughout the unit, thus far. Write two to three sentences on whether or not you think it is important to know and why.
 * This day will be used as a presentation day for all groups to display their thoughts and findings with the 10 given food labels. After all groups have presented, the class, as a whole, will compare each groups’ thoughts and come to a final conclusion of which labels are the least and most healthy choices.
 * A **conclusion** period will be allotted for the students to share their final thoughts on food labels and discuss key information they learned throughout those days.
 * Day 5:**
 * Warm-up:** Are Nutritional Advertisements used in a positive way across America? Is the information being portrayed by Marketing Strategies beneficial or detrimental to today’s society and its health? Can negative advertising be altered to result in a positive outcome in order to reach a healthy America?
 * After reflecting upon the questions provided, students will be shown []
 * This video is an introduction video that is explaining Fizzy’s Lunch Lab, a PBS show that was created in order to target children’s eating and cooking habits in a positive way. In the video clip, it is stated that they are trying to use the same appealing characters and marketing techniques that fast food restaurants have previously done in order to appeal to children for the better.
 * After the video clip concludes, students will complete an NARA Video worksheet to look deep within the details of the overall idea of Fizzy’s Lunch Lab.
 * After the worksheets have been completed, the students will share their thoughts and reactions to the different elements presented throughout the clip. They will decipher whether or not they think Fizzy’s Lunch Lab is a good way to reach children across America in a positive way and show them the <range type="comment" id="824017">right ways to eat.


 * []
 * This is a video clip of an example of the actual show to demonstrate for the class. The students can pin point certain areas of the marketing strategies that were mentioned in the previous vide, as well as ones they recently learned about in Health class, in order to appeal to children and gain their interest to eat healthy.
 * They will complete a KWL Worksheet for this video in order to reiterate information they have already learned in regards to Nutrition, as well as Advertisement Strategies and how they can affect a given audience. With this video’s intended audience being children, the students will have to reflect upon their thoughts to whether or not they think Fizzy’s Lunch Lab will make a difference with Nutrition in today’s youth.
 * **HOMEWORK:** A great extension for my class to utilize their personal critical thinking skills is for them to create their own Fizzy’s Lunch Lab Poster to present to the class. They will have to use a nutritional food in order to market to their audience and use quotes from Fizzy’s characters to get their message across. Using the poster presentations could be a great way to conclude our Nutrition Unit. The students could reflect upon each poster and discuss which strategies were used, as well as what Nutritional foods were chosen in each particular poster.
 * DAY 6:**
 * Warm-up:** Provide final thoughts and opinions about all information learned through the Nutrition Unit. Use this time to express any unanswered questions or areas of concern.
 * After the warm-up is completed, the students will present their <range type="comment" id="288443">homework posters to the class. They will use discussion to critique the marketing strategies used in each poster and provide insight to the healthy foods addressed.
 * A **conclusion** period will be given to reiterate important points from each lesson taught throughout the unit and to be sure that the students fully know and understand the important aspects of Nutrition, reading labels, and knowing the marketing strategies that can be used in both negative and positive ways to reach a given audience to market a product.


 * ** What method will students use to analyze the photos and posters? (SEA or NARA worksheet) **
 * I chose to utilize the NARA Video worksheet for this lesson in order to specifically prompt the students’ analysis of the first video presented. I started with a more specific approach to analyzing the video in order to have the students look deep within the content being presented.
 * ** Will your students use a graphic organizer like a KWL chart or Venn diagram? **
 * I implemented the KWL Chart in order to have the students share what they know, want to know, and what they have learned about Nutrition and Advertising Strategies. while viewing an actual clip of the show Fizzy's Lunch Lab.
 * ** What final product will your students create, if any? **
 * As a group, the students will create a poster board presentation of the most and least healthy food labels they have been provided.
 * As an individual assignment, the students’ final product will be to create their own Fizzy’s Lunch Lab Poster that includes quotes relating to the show, as well as effective marketing strategies that can be used to persuade its audience in a positive, healthy way.
 * ** How will your activity promote critical thinking skills? **
 * They will be challenged to “think outside of the box” in order to create a product of their own that provides valuable information to create their personal Fizzy’s Lunch Lab Poster. The students will have to re-analyze what they have learned and provide evidence that they have learned through the lessons taught.
 * ** How will this lesson integrate with the rest of your curriculum? **
 * This lesson will help with all aspects of health-related advertisements and choices based on the topic areas. As we learn about other topics like drug and alcohol abuse, unplanned pregnancy, and all areas of the Health 2 curriculum, the students will be aware of the strategies that are utilized through advertising and will know and understand how to make better choices when situations dealing with those topics take place.

Rachel Gabler's Lesson Plan
[] Students will evaluate the above map using the SEA worksheet. Students will participate in a conversation on how these <range type="comment" id="388468">new wells would affect life in the surrounding (our) communities. What changes would take place economically, socially, environmentally? Would residents have foreseen these changes? Students will read the poem “When I heard the old astronomer.” Students will write a comparative essay in which they discuss how science informs our understanding of the world around us but how and why it sometimes falls short. Students will be asked to find a modern equivalent to both the new wells and the problems encountered by the narrator in “When I hear the old astronomer” and create a Venn diagram demonstrating the relationships between the two. Poem: []

Students are already working on this time period in class. By making comparisons between how technology affects us today and how it affected our counterparts in history we can have a better understanding of not just our predecessors’ actions but our own. This tyep of critical thinking is what creates true understanding. <range type="comment" id="28626">Students will use SEA worksheets as well as create a Venn diagram.

John Zelenky's Lesson Plan
<range type="comment" id="858285">Day 1 Essential Question: What are the effects of nuclear radiation on the human body? [] [] [] Day 2
 * The students will fill in a KWL chart about the effects of nuclear radiation on the human body.
 * The students will review the maps from the devastation form the nuclear bombs at Nagasaki and Hiroshima using the SEA form.
 * The students will then review the map of the amount of radiation released from the nuclear accident due to the tsunami in Japan
 * The students research the amount of radiation that is safe for humans and compare it to the amounts in the map. They will use the EPA website [] to find radiation values.
 * <range type="comment" id="818780">The students will then predict the amounts of radiation that would have been released from the atomic bombs using the maps that were examined in part 1 along with the research that they found on the effect of radiation on the human body. They will then use a picture program such as Microsoft Paint to add to the maps of the nuclear bombs the amount of radiation that is expected in each zone.
 * They will create an estimate of the number of health issues that can be expected from the nuclear accident caused by the tsunami in Japan based on the radiation levels that were shown.


 * **What method will students use to analyze the photos and posters? (SEA or NARA worksheet)**
 * The students will use an SEA sheet to analyze the maps since it will give them space to record observations that are specific to the project they are working on.
 * **Will your students use a graphic organizer like a KWL chart or Venn diagram?**
 * The students will create a KWL chart for the activity
 * **What final product will your students create, if any?**
 * The students will create a new map that will include the radiation levels expected at different distances from the nuclear bombs that were dropped on Japan
 * The will then predict the health problems that can be expected due to the release of radiation at the accident.
 * **How will your activity promote critical thinking skills?**
 * The students will make predictions based on data and information that they have found.
 * **How will this lesson integrate with the rest of your curriculum?**
 * This lesson will be included in a unit on nuclear physics in which we will study the breakdown of unstable particles.

**Lesson Essential Question:** How did the geographical location of a population affect how the Great Depression was experienced?
<range type="comment" id="741563">Key Vocabulary: New Deal, Civilian Conservation Corps, Dust Bowl, stock market, Chile

Activating Strategy: Students will watch the PBS video “The Breadline”: (http://www.pbs.org/wgbh/peoplescentury/episodes/breadline/)

Lesson Activities:
 * 1) ======Students will fill out a KWL chart, beginning with listing the relatives/ancestors who lived through the Great Depression, identifying any who might not have live in the United States at that time. They will create a list questions about the possible circumstances the relatives/ancestors may have experienced.======
 * 2) ======Students will use the website [] to create a map of the world.======
 * 3) ======Splitting into groups of 5, each group of students will adopt <range type="comment" id="920601">one area of the world to explore .======
 * 4) ======The class will have a large <range type="comment" id="538827">map posted on the wall to which to add their information.======
 * 5) ======Using this map, students will begin with a color-coded marker, highlighting the area of the world they are researching.======
 * 6) ======Using the websites (and others as the students research), the students will conduct research, looking for the impact of the Great Depression on their chosen areas.======

=
[], [], [], [],======

elsa.berkeley.edu/~cromer/great_depression.pdf

 * 1) ======<range type="comment" id="307531">Each group will prepare a 2’X4’ sheet, outlining the effect of the Great Depression on their chosen area. They will then share out their information.======
 * 2) ======Once every group has presented, each student will finish his/her KWL chart, listing what they have learned from the activity.======
 * 3) ======As a class, the students will highlight impacts that are common to all countries in green; impacts that only affect a certain country will be highlighted in various colors.======

KWL chart There will be a class wall map with details about the Great Depression’s effect on various areas of the world. The students will have to analyze the information they find in the resources and then evaluate the effect of the Great Depression. They will then synthesize the information as they consider the map of the entire world. This lesson fits into the American Studies: the Great Depression unit.
 * Questions:**
 * Will your students use a graphic organizer like a KWL chart or Venn diagram?
 * What final product 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?

Chris Lloyd's Lesson Plan
Chris Lloyd – Video/Map Lesson Plan – 6-C-1 Biology – Studying Biomes – Grade 9


 * __Objectives__**: The students will identify the world’s major biomes. They will then study one biome and its key features. The students will produce a map of each biome showing its location and key features. They will also write a descriptive paragraph about the temperature and climate of the biome.


 * __Introduction__**Students will be asked to identify any biomes around the world that they are aware of. The teacher will lead a class discussion and review the information about biomes. Explain to the students about their biome projects that they will produce at the end of the lesson. Show examples of the project.
 * __Procedure__**
 * 1) The students will view the video - Elements of Biology: Biomes ( []). The students will take notes during the video.
 * 2) After the video, there will be a class discussion on Biomes. We will make a list as a class of all of the major biomes in the world on the <range type="comment" id="773841">SmartBoard.
 * 3) The students will be using the wireless laptop lab in the classroom over the next couple days.
 * 4) The students will work in groups of three. They will do research on their biome using a laptop. They can start by using this site : @http://www.eduplace.com/ss/maps/. They can also use the classroom set of encyclopedias and atlases.
 * 5) Review the directions about creating a map of a biome that includes the following elements:
 * 6) <range type="comment" id="825432">The biome’s location
 * 7) A color-coded system indicating the climate and the vegetation
 * 8) A representation of the animals that live in the biome.
 * 9) On the second day of research/classwork, offer the students this list of sites to find information about biomes:
 * 10) @http://www.mbgnet.net/
 * 11) @http://www.factmonster.com/ipka/A0769052.html
 * 12) []
 * 13) @http://cybersleuth-kids.com/sleuth/Science/Earth_Science/Biomes/
 * 14) @http://www.blueplanetbiomes.org/rainforest.htm
 * 15) @http://www.ucmp.berkeley.edu/glossary/gloss5/biome/deserts.html
 * 16) Upon completion of their maps, each student will write a descriptive paragraph about the biome that their group worked on.
 * 17) Each group will present their map to the class. The maps will be scanned and put on the class website.
 * 18) At the conclusion of the lesson(s), a class discussion will take place about what the students learned about biomes. They will be asked to identify information and facts that they didn’t know before learning about biomes.

Each day of the project, the students <range type="comment" id="849032">will fill-out their status report. The status report is just a one or two line summary of what they completed on that day’s class and what they are going to work on during the next class. There is also a section for them to ask questions relating to the project. The teacher will review these reports to check for work completion and to help answer any outstanding questions about the project.
 * __Closing__**

Caleb Calarco's Lesson Plan

 * The Assassination of President Lincoln: John Wilkes Booth Escape**

Objective: <range type="comment" id="422015">Students will analyze and investigate the map of Washington D.C. in 1865 and John Wilkes Booth escape route into the South. Description of Lesson: This particular lesson will be done at the end of the chapter for the Civil War. The assassination of President Lincoln happened soon after the final ending of the Civil War. This will conclude the chapter.
 * Day 1**

1. Students will analyze the map of Washington D.C. in 1865 using the SEA worksheet. [] //-This will be a good introduction into where the assassination took place and where Booth approximately was when he left the city. This specific map is a primary source map from 1865 that shows the defensive positions of the Union forces at the end of the Civil War. Students will get a good idea of just how heavily defended the city was. Even after the Civil War the city was still under curfew and it will raise the questions of how John Wilkes Booth could easily escape Washington D.C. only a half hour after he assassinated Abraham Lincoln.//

2. Questions to discuss after analyzing the map of Washington D.C.:
 * The city is located within the box in the map.

-According to the map where are forts positions in accordance to the city?

-What government department created this map?

-If you are leaving Washington D.C. towards the South what physical feature is an obstacle? //*This answer to this question is a river (Potomac). This is the river Booth and another accomplice crossed to get into Virginia. It wasn’t so easy for them though and ended up going back into Maryland during the first attempt and had to wait until the next night to attempt to cross over into Virginia once again.//
 * Day 2 (The use of a computer lab or smartboard for the teacher to show the students would be best)**

1. Students will be analyzing an interactive map from the History Channel’s website called “Booth: The Final Days of Lincoln’s Assassin”. [] -<range type="comment" id="991409">This website will take students through the final days of the assassination and the days that John Wilkes Booth was on the ran after the assassination. This website provides extensive resources from Union Army Dispatches and the five locations of where Booth was afterwards. The locations include Ford Theatre, Dr. Samuel Mudd’s House, Zekiah Swamp, Rappahannock Ferry, and Garrett’s Farmhouse. Within each location the website provides primary source artifacts such as John Wilkes Booth’s boot and gun, Lincoln’s personal items at the time of the assassination, a painting of Lincoln on his deathbed, etc. This website not only provides a map, but also artifacts from the time period.

Students will also analyze the wanted poster from John Wilkes Booth using an <range type="comment" id="645014">NARA worksheet.

2. Once students have investigated and analyzed the interactive website and the Booth wanted poster students will discuss their impressions of what they saw. -Critical Thinking questions to discuss in small groups:

1. <range type="comment" id="243361">Why did Booth shoot Lincoln in the first place? What was his motivation? Do you think he was mentally unstable or did he really believe in his actions?

2. After reviewing the map of Washington D.C. and the escape route of Booth what obstacles did he face during his journey? (example: his injury, geographical obstacles)

3. Who led the manhunt to capture Booth and his accomplices? What was his immediate response after the assassination? (hint: look at Union Army Dispatches for Ford’s Theatre)

4. Did Booth feel he would be celebrated for his actions? What was his reaction to the newspapers upon reading them? What did he write in his diary?

5. Who were Booth’s other accomplices? What were the rewards for each person’s capture according to the wanted poster?
 * Summarization:**

Final class discussion questions – These questions will be discussed to end the Civil War and look ahead to the Reconstruction chapter.

-What is the outlook for the United States of American after the death of President Lincoln? -Do you feel the country will fall into another Civil War or will the country stay united? Explain your answers.

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Enter Lesson Plan here. Lesson Plan: Calculating compound interest using Excel formulas Class: Microsoft Excel (could also be used in my Accounting class) Objectives: 1. Students will define the term compound interest and explain the value of compounding. 2. Students will set up an Excel spreadsheet to calculate compound interest. 3. Students will be able to use the =pmt and =fv functions in Excel to calculate savings and compound interest. 4. Students will be able to use Excel to determine savings goals. Overview: Students will view a video describing compound interest and the value of compounding. They will then create an Excel spreadsheet that will calculate savings deposits and interest payments over a period of time. They will then be introduced to the =pmt and =fv functions in Excel and apply then to several savings scenarios to calculate total savings over a period of time. Lesson activities: 1. Introductory questions/discussion: How many of you have had piggy bank when you were younger? What did you use it for? How many of you have a savings account at a bank or credit union now? What do you use it for? What are the advantages/disadvantages of using a savings account instead of a piggy bank? (answers may include: Adv: earn interest, safety. Disadv: can’t see your money, can’t get your cash without going to the bank/ATM.) The biggest advantage of putting your money in a savings account is that the bank pays you money (interest) for keeping your money at the bank. In a piggy bank, $100 is still $100 at the end of the year, but at a bank you will also have interest added to your account – you earn money without doing anything! So your $100 may be $103 at the end of the year. This may not seem like much, but it adds up. Let’s watch this video to see the effects of earning interest: [|http://www.commoncraft.com/video/saving-money-compound-interest]2. Define terms: interest (the money a bank pays to the owner of a savings account for the use of their money.), compounding (the effect of earning interest over time when the interest is added to the original amount in the savings account). || Begining balance 3. Go to Excel to set up a spreadsheet to calculate compound interest. Have students start a spreadsheet (review how to wrap text in a cell): Add the following to row 2 of the spreadsheet: Beginning balance: $1000. (This is the amount used to open the savings account). Interest earned: =A2*3% (A2 is the cell with $1000 in it. 3% represents the interest rate. Money added – for the first activity we will not add any additional deposits, so keep this blank. Ending balance – beginning balance plus interest – what formula would you use? (=A2+B2) Can we copy everything on row 2 to row 3? (no, we are not adding another $1000. Also our beginning balance is now $1030.) What formula do we use to copy the number in cell D2? (=D2). Use the fill handle to copy other formulas. How much money will we have in ten years? (students will copy formulas to have 10 rows of data. ($1343.92). Next – what if we add $1000 at the end of each year? Students will set up a new worksheet to calculate this. ($12,807.80). How much money did we put into the account? ($13,000 – remember to include the initial $1000) 4. Introduce the =pmt and =fv functions: We do not need to set up a spreadsheet like this to see the activity – imagine if we were saving over 40 years for retirement. We may not want to create a large spreadsheet like we did. So we can use =pmt and =fv. Demonstrate how to use these functions. 5. The next step: How much do you need to save every year to retire as a millionaire? Let’s assume you will work for 40 years. Interest rates can vary, so how much would you have to save every year if the interest rate was 3%, 7%, 10%? Students will use Excel to solve.
 * interest earned || Money added || ending balance ||

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