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Environment Lesson Plans
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Jamie Said:Lesson plan on Environmental U.S. History . ..?
We Answered:Taking care of our environment is a relatively new thought process, therefore, researching too far back will be difficult to determine accurate data. The best I could offer is that you research natural and man made disasters and see what impact it had on the people and location at that time, and if there are any lingering affects today. One that comes to mind is a little island off of Scotland that was used to test Anthrax decades ago. I understand it is still not habitable.
Loretta Said:I need to find at least 5 resources in the internet that can provide info on how to establish a creative......
We Answered:Teaching Resources
Rebecca Said:what is a good resource for a lesson plan for teaching kids about the environment.?
We Answered:Just to point out the obvious here: Google.
There are several great teaching websites, all for different levels, and thousands on all issues pertaining to the environment.
What are you looking for exactly? Recycling, reusing, planting, global warming?
There are great websites like DLTK-Kids.com and Enchantedlearning.com
Lucille Said:I'm beginning to find myself stuck between a rock and a hard place, any advice ?
We Answered:You don't need to go to college or university to get a job, you can work your way up in any kind of job you want. I would advise looking for something in an office where you might get offered some training and see what you are interested in from there. The majority of people still don't know at 25 or 40 what they want to do with their lives, we just fall into jobs that pay the bills and if you find something you like then stick with it.
Gene Said:What is basal reading and what is the philosophy upon teaching the approach/method based?
We Answered:Basal readers are textbooks for the subject of reading. Basal readers should contain a variety of fiction and nonfiction of interest to the age they target. The stories should be organized from least to most difficult reading levels, and the reading levels should range from about 2 years below to 2 years above the students reading or grade level. Look for basals that use quality literature (i.e., award-winning authors and stories).
The strength of basals lay in their use for direction instruction of comprehension skills, discourse (discussion), fluency development, writing responses to literature, modeling and guided reading.
In addition to analyzing the quality and appropriateness of the basal's content, the role of the teacher is to determine the scope and sequence of instruction (don't just follow the publisher's recommendations blindly), to preteach the vocabulary, help the student make connections to the literature and build background knowledge of the topic. It is also the teacher's responsibility to model fluent reading (accuracy, tone, emphasis, etc.)and to model reading strategies (making predictions, rereading, context clues, etc). Using guided reading with a basal allows for discourse with students about the passage's content, comprehension skills, and which strategies work with the particular type of literature.
Comprehension is the goal of reading with basals; therefore, it is important not to distract students by asking them to sound out words they don't know. Make a mental note of those words as they come up and practice them later. During reading, simply restate the unknown or mispronounced word for the student and move on. Stop frequently (every paragraph or so) to ask questions, check strategies, and check understanding/correct misconceptions. With these practices and types of basals, the learning environment should be supportive, engaging, relevant and authentic.
Objectiive: Given the short story, The Tell-tale Heart by Edgar Allan Poe and guided reading, the student will use context clues to determine the meanings of unfamiliar words, recognize words specific to the story, employ the strategies of making predictions and rereading to understand and recall the plot, and identify the cause and effects of events in the plot with 70% accuracy.
Group instruction: Direct instruction, modeling, discourse, of vocabulary, context clues, making predictions, rereading, sequencing.
Individual Practice: Determining cause/effect relationships; written responses to text.
ESE/ESOL: Preteach vocabulary, oral reading and responses, additional time to complete written assignments.