Objectives: -- Evaluate maps and globes in terms of advantages and disadvantages Activities: -- Create another blob map with continents and oceans corrected located, spelled, and capitalized -- Read p. 15 in textbook -- Create a blank chart for listing the advantages and disadvantages of maps and globes -- Period 1: Take notes on advantages and disadvantages of maps and globes -- Other classes: -- In groups, each person brainstorms bulleted lists of advantages or disadvantages of maps or globes as assigned. You may use textbook, own experience, or own thinking -- Begin to share with group your cell of chart; hear from other group members about their cells Independent Learning: -- Be sure to have time-management related materials available for open note quiz on Friday Notes/Handouts/Information covered in class:
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Objectives: -- Show the correct locations of the seven continents and five oceans -- Demonstrate correct spelling of the seven continents and five oceans Activities: -- Turn in conscientiousness current event worksheet -- View powerpoint on the Southern Ocean -- Draw and label a blob map of the seven continents and five oceans -- Draw and label a map of the seven continents and five oceans, making the continents look similar to the way they really look -- Draw and label a map of the seven continents and five oceans without using other resources -- Draw a map of the seven continents and five oceans with your eyes closed! Independent Learning: -- Gather all time-management-related materials for an open note quiz on Friday. Notes/Handouts/Information covered in class:
Objectives: -- List and correctly spell the seven continents and five oceans -- Describe how well they know the locations of the seven continents and five oceans Activities: -- Hear from Ms. Schaedler about weekend problem with access to Synergy (grading program) -- Receive pre-test of Continents/Oceans map -- Take notes on correct spellings of seven continents and five oceans -- View correct locations of seven continents and five oceans Independent Learning: -- Current event on conscientiousness article due tomorrow (Tues) Notes/Handouts/Information covered in class:
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-- Explain what to find information on grading on Ms. Schaedler's website, what the letters mean, and how to interpret a 2.5 -- Explain what happened on 9-11 -- Describe ways that heroic acts on 9-11 can inspire us Activities: -- Went over "Announcements" page on website and discussed grading issues -- Share with neighbor what you already know about 9-11; share with class -- Share with neighbor what connections you may have to 9-11 -- View powerpoint about 9-11: the facts of what happened, the heroes, the responses of the American people, and how we can be inspired by some of those acts -- Watch video on "changing the world" -- Discuss making those changes a reality in your life Independent Learning: -- Current event on conscientiousness due Tuesday -- Weekly weekend work: -- Check VUE, do any missing work -- Organize backpack -- Resupply pencils Notes/Handouts/Information covered in class:
Objectives: -- Define "conscientiousness" and describe its characteristics -- Complete current event assignment requirements by following directions Activities: -- Recall knowledge of conscientiousness from yesterday -- Categorize information about conscientiousness into "characteristics" and "results" -- Finish reading conscientiousness article -- Receive instructions on current event assignment: -- review rubric -- go over citation information and fill out question #1 -- go over other questions, noting requirements and expectations -- Begin work on current event Independent Learning: -- Complete current event assignment on conscientiousness (see article below). Due Tuesday Notes/Handouts/Information covered in class:
Objectives: -- Summarize time management strategies -- Define conscientiousness and describe its characteristics Activities: -- With a partner, connect time management strategies/techniques/skills/tips/ resources learned in class with time management issues determined by time management survey; share with class. -- With a partner, create the most helpful time management tip for middle schoolers; share with another partnership and determine which one is best; share with whole class. -- Individually, write a "tweet" announcing your favorite take-away/aha moment/insight/ learning about a time management strategy/technique/skill/tip/ resource learned in class; turn in to tray for your class. -- Begin reading article on conscientiousness. Independent Learning: -- None Notes/Handouts/Information covered in class:
Objectives: Demonstrate how to use technology to be responsible (VUE, website, email) Activities: Access StudentVUE to write down subjects and grades on blank side of half-sheet. Access Ms. Schaedler's website to complete website scavenger hunt. View ppt on emailing teachers. Take notes on blank side of half-sheet (copy down the words in black on each slide). View Leo Buscaglia video on being asked, "What did you learn today?" Email Ms. Schaedler what you learned today about either StudentVUE, using her website, or emailing teachers. Be sure to follow procedures listed in notes. Independent Learning: None, but if class activities were not complete, do them from home. Due tomorrow. Notes/Handouts/Information covered in class: To get on gmail account: -- Open a browser (Chrome, Firefox) -- When "Google" shows, look for 3x3 array of little boxes in the upper right corner -- Click on boxes, click on gmail (envelope icon), log in To write email: -- Click on "Compose" on left side -- Type in "csch" or "scha" to get teacher name to show up -- Use "[email protected]" Do not share a google doc. I need to know that you can send an email.
For YouTube of Leo Buscaglia, just play from 0:12 to 1:58. Objectives: Determine time management needs Determine time management resources Activities: Finish backpack lesson from Tuesday with getting backpack weighed. Determine if backpack is weighing more than 15% of your body weight. Review ways to reduce backpack weight. Assess various time-management skills along a "human continuum." Connect time-management challenges to the help the weekly schedule constructed yesterday could provide. Discuss self-efficacy. Select priority-setting strategies that works for you from list provided.. This will help you "know what to do when you don't know what to do." Read time management tips. Highlight or underline ideas that address your own challenges. Independent Learning: Check VUE Do any missing work Organize backpack (use chart that was provided in class on Tuesday) Resupply pencils if needed Notes/Handouts/Information covered in class: Your schoolwork should not control you. You should control your schoolwork! Efficacy ("ef ih kah see"): -- Power to produce a desired effect -- Ability to achieve results Self-efficacy: Belief that you have the... ...power to produce a desired effect ...ability to achieve results
Objectives: Determine time-management needs Determine time-management resources Activities: Review survey questions that indicate there is a time-management problem for most 6th graders Construct a "Weekly Schedule" to see what time is committed, what time is available, set aside Independent learning time, and what time is left over. Independent Learning: None Notes/Handouts/Information covered in class:
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AuthorMs. Schaedler is starting her 29th year of teaching middle school. (She loves it!) Most of her work has been in Social Studies, but she has also designed and implemented a program teaching "lifelong learning skills" to middle school students to enhance their success. Archives
May 2016
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