PLANNING FOR SUCCESS!!

Preparing for this teachers' conference has brought back a lot of memories.   I look back to the days when I was teaching full time and wonder how I did it (especially since I feel a bit on overload right now!).   As I looked through my various papers. . activities, resources and student work . . I was reminded that I didn't only plan for how my students could learn the concepts and facts I was expected to teach them, but also how to help them succeed as students and in life.    One of activities we did either at the beginning of the year, or at the new year, was to set goals.    I have a worksheet where I explained why goals are so important and how to set appropriate ones.   It reminded me that this is something I need to do more in my own life.   

But then I ran across the attached paper and my mind raced back to those days of trying to everything PLUS put extensive plans into my planner.   And I remembered that my planning book looked like a skeleton with very little muscle on its bones, but a lot of papers stapled in.   The very most important paper that got stapled into my planbook was the list of objectives I made for each and every unit.   Not only did I use the objectives list for myself, but my students got a copy of it, especially for long and involved units.    And the first test I gave each year was made up word for word from those objectives so the students (and my student teachers) could see the links.  The smarter students (and I don't mean smart as in IQ) learned to study from that objective list.   And having those objectives for each unit allowed me to plan smarter and make sure my instruction was reinforcing all of them and avoiding rabbit trails.     And by using the attached form, I reminded myself to be sure I was reaching all the different types of learners. . . not just the audio or visual learners.    And of course, it also helped me differentiate classroom work from home work.  

Likewise, my good friend Tom O'Brien taught me that using the five E's would enhance my learning.   I need to tell Tom that I still use that plan on occasion. . . and should probably use it more as I teach at Camp, in Sunday School, at teacher conferences, etc.   Over the years I have had lots of learning theories and TYNTs (This Year's New Thing) thrown my way at inservices, conferences and by student teachers, but the five E's have stuck.   (Proximity and emotional barriers to learning have stuck, too.)   My planning sheet had the objectives/activities/day/code/intelligence in a chart on one side and the five E's on the other.   And by the way, it could take 3-7 planning sheets to plan one unit.

So. . .If I can figure out how to attach the planning chart, here it is.  (And if I can't get it attached, email me!!  Or look for me on facebook at Ida Baumgarth Swenson and send me a message.)  And at minimum below is a summary of the five E's:

PLAN WITH THE FIVE e’S

 

Engage: Get their interest, ‘frame’ your topic, stir curiosity, assess or challenge Preknowledge

Explore: experiments, hands on, simulations, cooperative research

Explain: give information, clarify

Elaborate: apply or extend concepts, alternative explanations, get evidence

Evaluate: observe, assess, test, apply, self-assessment

To put this planning guide onto your own paper, set your page margins to the minimum your printer will print, and put it onto "landscape" layout.   It should fit onto your word document fairly neatly.   BUT if you have to play with it to make it fit, it will help you understand it better and it certainly will allow you to modify it so that if fits the requirement of your school system and your learning style!!

 

 

 

PLANNING GUIDE

 

Chapter/Topic __________________________  H – homework                  inTRApersonal            Linguistic        Musical        Spatial

                                                                               C - classwork                   interpersonal           Bodily-Kinesthetic    Logical/Mathematical

 

OBJECTIVES	ACTIVITIES	DAY	CODE	INTELLIGENCES

 

METACOGNITION. . .How do YOU learn best?

Teaching seventh graders is an adventure!  You want them to learn some concepts and facts, but you also hope to develop them into successful students.   To that end, I decided the most useful experiment they could do was one designed to help them learn THEIR best study method.  

Each student was told to design an experiment to see what the best study method was for them. . .for just ONE possible variable.   So, perhaps they would choose the best PLACE to study; perhaps they wished to know quiet versus TV; some students chose two different types of music to have playing while they studied.   Since we were studying biomes, a very vocabulary based topic, each day they got a different list of terms.  On the following day when they came to class, a quiz over the terms was given . . . and then we graded the quizzes together so they would have a base score to use as results.  Of course, they were given a new list to study that evening, keeping all the study variables the same except the ONE thing they were changing.  The quiz score on the following day would give them more results on which to base their conclusions.   Writing up the experiment counted as several homeworks. 

So the objectives of this activity were:

1.   To reinforce good experimental design concepts.
2.  To learn the biome vocabulary.
3.  To determine their own best method to study.

Do share with me the activity you develop for this!!!

Ida Swenson, idathefriz@gmail.com

BIOMES STUDYING EXPERIMENT: Part One

 

chinook - a salmon found in the waters of Alaska's coniferous forests and also the ocean.   Page 350

 

cycad - a gymnosperm found in the tropical rainforest.  Fossils of it are often found with dinosaurs.  Page 762.

 

pholidota - These desert anteaters are covered with horny scales.   Page 444E

 

ruffed grouse - This chicken sized bird is found in Broome County forests and fields.  Page 456

 

rhea - A flightless bird of the Australian grasslands, the rhea lays its eggs on the ground.  Page 432 A

 

scallop - This bivalve mollusk is found in the ocean.  It's a relative of the clam.  Page 371 B

 

osprey - This large bird of prey is found near lakes in deciduous and coniferous forests.  Page 432 E

 

trillium - If you've seen a three petaled flower in the woods in the spring, this was it.  Page 484

 

joey - Baby kangaroos are found with their mom in the Australian grasslands.  Page 440 A

 

yucca - A tough desert plant, these also give fibers used for rope.   Page 494

 

addax - This African grassland antelope has long, twisted horns. 

 

llianas - These are a long vine that grows in the tropical rain forest.   Maybe you've seen Tarzan swing on one. 

 

Elodea - This pond plant is in our room.  It makes a small white flower.  Watch for it in the spring. 

 

tufted titmouse - Not a rodent, this bird comes to my bird feeder.  Small, gray and with a feather cone on its head, it loves sunflower seeds.

 

agouti - This tropical South American rodent (rat) has short ears, short tail and a rabbit-like body.

 

bromeliad - These tropical plants grow on the trunks of trees in the tropical rain forest.  By growing high, they get more light.

 

lynx - This small cat lives in coniferous forests.  It has pointed ears, a spotted coat, and several live in the Ross Park Zoo. 

 

hare - Large, male rabbits are called hares. 

 

badger - This burrowing mammal of the taiga and deciduous forests has short, thick legs.  It is also the University of Wisconsin mascot because of its ferocity.

 

caribou - This large, relative of a deer lives on the tundra and has large, branched horns.

 

kelp - These ocean plants grow up to 40 feet long.   They are found near the West coast and support otters, many fish and other wildlife.  Page 447

 

 

BIOMES STUDYING EXPERIMENT: Part Two

 

marmoset - This furry mammal is related to rabbits, but has short ears.  It is found in high altitudes and coniferous forest.  Page 171

 

orchid - These tropical rain forest flowers grow on tree trunks.  Hawaii is famous for them.  Page 494

 

skink - A striped lizard that is found in southern, deciduous forests, the skink can grow a new tail if his comes off.  Page 418

 

gavial - This is a crocodile found in the tropical rain forests of India.  Page 418

 

lamprey - This jawless fish sucks blood and body fluids from other fish.  Its young live in fresh water and the adults may live in the ocean.  Page 402

 

tunicate - This sack-like ocean animal has a spinal cord.  It eats from sea water it filters as a clam does.  Page 400

 

red efts - The young of the yellow spotted newt live in damp spots in deciduous forests.  Wash your hands good if you touch one - its skin is poisonous.  Page 411

 

acorn weevil - This long 'nosed' insect drills holes in acorns to lay its eggs.   Page 478

 

chantorelle - This fungus grows in deciduous forests.  Page 761

 

hydra - These tiny, fresh water animals are related to corals.  They catch prey with 'stinging cells'.  Page 97

 

coelacanth - This deep ocean fish was believed to have been extinct for millions of years until one was caught in 1938.  Surprise! 

 

chicory - This North American grassland plant has blue flowers. 

 

basilisk - This tropical rainforest lizard can run across the surface of the water.

 

okapi - An African grassland animal related to the giraffe, this mammal has a short neck, dark coat and striped legs.

 

banyan - This large rain forest tree grows more trunks off of its branches!  One can take up the space of this room. 

 

shrew - This small, mouse like mammal is ounce for ounce the most ferocious animal alive.  It must eat its body weight every 24 hours to survive.  It is a carnivore or scavenger found in deciduous or coniferous forests.

 

saguaro - These cactus live in Arizona deserts.  They have 'arms' that grow in strange shapes, and are filled with water that helps some lost people survive. 

 

lemming - These small, mouse-like animals live in the tundra.  Every 4-6 years they suddenly start running, even jumping into rivers, over cliffs or into the ocean for no apparent reason.

 

bison - Oxlike mammals of the North American grasslands, these buffalo have short horns and shaggy manes.

 

ptarmigan - These tundra birds have feather covered feet for walking on top of snow and change feathers from white in the winter to brown in the summer.

BIOMES STUDYING EXPERIMENT : QUIZ ONE

 

MATCH THE TERMS TO THEIR BEST DEFINITION:

 

addax  

agouti

badger

bromeliad

caribou

cycad

chinook

Elodea

hare

joey

kelp

llianas

lynx

osprey

pholidota

rhea

ruffed grouse

scallop

trillium

tufted titmouse

yucca

 

 

________________ 1. a salmon from Alaska

________________ 2. desert anteater covered with scales

________________ 3. Australian flightless bird

________________ 4. ocean plants found near California

________________ 5. Tough desert plant

________________ 6. baby kangaroo

________________ 7. gymnosperm from tropical rainforests

________________ 8. large fish eating bird of prey found in New York

________________ 9. relative of the clam from the ocean

________________ 10. Deciduous forest bird the size of a chicken

________________ 11. Deciduous forest flower with white or pink petals

________________ 12. South American rodent like a rabbit with short ears and tail

________________ 13. Long vines found in the tropical rainforest

________________ 14. Tropical rain forest plant that grows on the trunks of trees

________________ 15. Pond plant

________________ 16. Small gray bird found in deciduous and coniferous forests

________________ 17. Large male rabbit

________________ 18. Large relative of a deer found in Alaska and other tundra areas

________________ 19. Large burrowing mammal of the taiga and deciduous forests

________________ 20. African antelope with long twisted horns

BIOMES STUDYING EXPERIMENT : QUIZ TWO

 

MATCH THE TERMS TO THEIR BEST DEFINITION:

 

acorn weevil

banyan

basilisk

bison

chantorelle

chicory

coelacanth

gavial

hydra

lamprey

lemming

marmoset

orchid

ptarmigan

okapi

red efts

saguaro

shrew

skink

tunicate

 

________________ 1. Tiny, fresh water animals catch prey with stinging cells

________________ 2. Fungus which grows in deciduous forests

________________ 3. 'long nosed' insect which drills holes in acorns to lay its eggs

________________ 4. Baby of the yellow spotted newt, found in deciduous forests

________________ 5. Ocean animal with a spinal cord, this small animal is shaped like a sack

________________ 6. Crocodile from the tropical rain forests of India

________________ 7. Striped lizard found in Southern states

________________ 8. This furry relative of the rabbit is found at high altitudes and coniferous forests

________________ 9. Tropical rain forest flowers which grow high in trees

________________ 10. This jawless fish sucks blood and body fluids from its hosts

________________ 11. A tropical rain forest lizard which can run on water

________________ 12. A small furry mammal found in deciduous forests which eats living and dead animals

________________ 13. Cactus found in Arizona

________________ 14. Small, mousy animal found on the tundra

________________ 15. Large ox-like mammal of the grasslands, buffalo

________________ 16. Tundra birds which turn white in the winter

________________ 17. Large, tropical rain forest tree found in Hawaii

________________ 18. African grasslands mammal similar to a giraffe

________________ 19. North American grassland plant with blue flowers

________________ 20. A deep ocean fish believed to have been extinct for millions of years

 

 

Create an Animal. . be careful what you wish for!

                  CREATE AN ANIMAL PROJECT

 

   The purpose of this project is to use your knowledge of

the animal phylums and classes.  You and your team will make

up an animal to fit the phylum or class you are assigned.

You will work with your team to describe the animal in

descriptive paragraphs.  You and you partners will also draw

or make a model of your animal.   You will make up a

scientific name and a common name for your animal.   This

project is due on April 10.   It will be graded on

accuracy, effort and creativity.  It will be graded

separately based on what each partner contributes to the

project, so you should include a breakdown of how much time

each person spent on it.  This project will be worth eight

homeworks, and will be graded by the point system below.

 

   The first step in writing a good description of your

animal is to read some descriptions of other animals in your

phylum or class.   To do this, you will need to look in

the reference books in the library.   You are required as

part of your grade (15%) to read about at least three animals

from the same group.   Your evidence of this will be brief

notes on each animal, naming it and telling the most

interesting things you read about it.   Your team should then

think about what kind of animal you want to invent.  You will

write a description of your animal.   It should be one or more

paragraphs.  Your paragraphs must contain a topic sentence.

The description of your animal should be printed on the

computer, using your heading, as it will be displayed with your

model and/or drawings.   You should also make drawings/and or a

model of your animal.

 

   Your final project would include the following: (points)

     _____ Your heading including all team members' names(1)

     _____ The written description of your animal telling the

           following: (50 points)

          _____ the phylum you were assigned

          _____ the scientific name of your organism

                correctly  written (5)

          _____ the common name of your organism (2)

          _____ external appearance

          _____ internal workings

          _____ habitat

          _____ diet

          _____ natural enemies

          _____ life cycle

          _____ importance to people

          _____ any other interesting facts

 

     _____ Your model and/or drawing of the animal (25)

     _____ Your notes on at least 3 real animals in your

           group  (15)

     _____ Bibliography (10)

     _____ The breakdown of how much time each partner spent.

 

Ida Swenson, idathefriz.blogspot.com, 2012 Adapted from 2000

Design an Experiment

I first did this in around 1985.   Got a bit hysterical when one of my student teachers brought it from her University seminar. . . came from a classmate teaching two counties away!!!  It was even from MY typewriter!(Which tells you how old it was!)  Guess a good thing goes on and on.  Wonder if my typewriter font is still floating in classrooms out there!?!

DESIGN AN EXPERIMENT

CHOOSE ONE OF THE FOLLOWING PROBLEMS.   DESIGN AN EXPERIMENT

 TO SOLVE THE PROBLEM.   TELL WHICH IS THE CONTROL, THE

 VARIABLE, AND YOUR HYPOTHESIS.

            1.  Farmer Brown sees a new type of  fertilizer on sale.   The bag says it is better than any other fertilizer on the market.  How could she design an experiment to see if the fertilizer really is better?

   

            2.  Mary owns 20 guinea pigs.   How could she prove whether they prefer guinea pig chow or oatmeal cookies?

            3.  How could Mary prove which would be better for her guinea pigs- oatmeal cookies or guinea pig chow?

            4.  Jose wonders if watering his plants with warm water would make them grow more quickly.   Design an experiment that would show whether warm water has an effect on the

 plants' growth.

            5.  Mayor Crabb needs to know if using a new type of paint on city hall will last longer than the usual type of paint.   How could she find out for sure which is better?

            6.  Suppose that you have invented a rubber band which you are sure will stretch farther than any other.   How could you design an experiment to prove your invention is better than

 other rubber bands?

            7.  Alf wants to know the best kind of bait to use in his cat trap.  How could he experiment to find the most successful bait to use?

   

            8.  Singh would like to know which would be the best kind of gasoline to use in his go kart.  How could he scientifically prove whether regular, unleaded regular, premium, or unleaded premium gasoline would be better?

  

            9.  Moe would like to know the best study method to help him do well on tests.  How could he find out if watching T.V.while he studies makes a difference in how well he learns?

   

            10. Does playing music help plants grow better?  How could you test if music makes a difference in how plants grow?   You may want your experimental design to include different

 kinds of music such as hard rock, classical, easy listening and rap.  What will be your control?

Ida Swenson, 1995, idathefriz.blogspot.com