Teacher: Ms. Steiner, Mrs. Murray, Mrs. Scott Date: August 29, 2016 Subject: Social Science Block:

Alabama COS: standards PS2.A, PS3.C

ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES:

KWL / Word Splash / Anticipation Guide / Lecture / Graphic Organizer/VLT / Poem, Rhymes, etc.
Survey / Possible Sentence / Think-Pair-Share / Reading / Pictograph / Acronyms/Word
First Word / Concept Map / Vocabulary Overview / Model / Diagram / Writing
Other: ______
Word Map / Frayer Model / Daily Language Practice (DLP)______/ Hands-on / Mind Map/Visual Guide
Engagement Strategies:
- Collaborative Group Work - Writing to Learn - Literacy Groups TWIRL
- Questioning Techniques - Scaffolding Text -Classroom Talk Other:______
Technology Integration: Smart board Document Camera IPADS Mac Books Computers Kindles Interactive Tablets Digital/ Video Camera Clickers ACCESS Computer Program:______Other:______
This Week’s Vocabulary: school, rule, class, respect, cooperate, pull

PROCEDURAL CONTENT (application)

Monday / Tuesday / Wednesday / Thursday / Friday
Essential Question / What are some rules at your school? / / /

What do you pull on to get dressed each morning?

Objective(s) / Identify the purpose of having for having rules. List classroom and school rules. / Recognize consequences of breaking rules. / Explain how rules help people get along with each other and stay safe. / Identify that pulls can have different strengths and directions. / Students will be able to observe and record how the strength of a pull can change motion. Observe that a stronger pull makes things speed up or slow down more quickly.
Preview
(Before) / Role play two students being mean to each other. / Big Book Page 5 read aloud the main text. Rules tells us what we should and should not do. Visual Literacy ask children whether the pictures are make-believe or show people and events from real life. / Review: Big Book Page 5 use the photographs to review that good citizens follow the rules. / Prior Knowledge: Have students name ways that they have moved things today. Also, think about things you did before coming to school.
Did you use a push or pull to move it? / For groups of 4: board, 3 books, small cars, string, tape for the teacher. Anybody that can not follow the rules will be asked to take a seat.
Instruction
(During)
Include small group plans / Build Background: Have them explain rules to a simple game. Discuss why the rule exists. What would happen if there was no rules. / .Point to a scene and read aloud the caption. Have children repeat the caption and act out the rule. / . / Define pull. Have the class go stand at their chairs. Have them pull their chair, does it move away from you or toward you? Have them make pushing and pulling motions. Push is the opposite of pull.
. / Make a table to record their observation. Have them make prediction of what might happen to the toy car during the investigation.
Step1 make their ramps stable
Step 2,3 What do you observe when use a weak pull, what you observe with a strong pull.
(After) / Big Book Page 5
Discuss what we see.
Personal Experience for them to get an even better understanding give them examples of rules they already follow with their families. / Main Idea and Details
What are some rules to follow in class? / .. / Describe weak and strong pull.
TUG OF WAR / Have the groups review their predictions and compare them with what happened.
Using weak pulls, the car moved slowly and very far but, when the string was pulled strong, the car moved faster and farther.
Extension/
Refining
Homework / none / none / Practice Page 2
Assess / none / none
Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other:___

Summarizing: 3-2-1 Ticket out the Door The Important Thing Cue Cards Teacher Questions Student Summary Other:______