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Show Tracks Created by Pat Appleton
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Showing 1 through 20 of 115 Tracks by Pat Appleton |
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1. |
Artificial Intelligence.
Annotations by Pat Appleton
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Track #81328
Format: Resource list
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This site describes Artificial Intelligence. What is Artificial Intelligence? What is it used for? Take a look at my Track to discover Artificail intelligence!
KEYWORDS: robotics, artificial intelligence.
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2. |
Identifying Plants for Second Graders
Annotations by Pat Appleton
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Track #72572
Format: Worksheet
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This unit, Plants Prosper: Watch Us Grow, will provide students with practice in learning about the parts of plants while plants are growing. Students record an exciting adventure of growth from the plants in their room to the trees outside the school and finally, to their own growth over a semester. The unit involves a long-term study of growth using the latest in tools of technology. Student groups plant fast-growing seeds in pots. A pattern is set for monitoring seed growth. A journal of plant growth is begun by groups of students and experiments are conducted related to light and watering. This unit addresses the Science Curriculum Standard in the Process of Science: Observing is a process used to develop an awareness of the surrounding environment. This unit will help students to overcome the stated learning gap of non-mastery of identifying the parts of plants.
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3. |
Animal Characteristics
Annotations by Pat Appleton
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Track #72575
Format: Worksheet
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This track provides some basic information about animals. Characteristics such as cold-blooded and warm-blooded animals will be explored as well as ecosystems.
KEYWORD: food chain, food web, biomes, ecology
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4. |
Sound's GREAT!
Annotations by Pat Appleton
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Track #72583
Format: Resource list
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This unit about sound uses hands-on and the inquiry-based approach which allows for the children to explore, explain, and enrich their knowledge about sound. It provides a means for the children to use the Internet and do research about sound. This allows the children to connect what is learned in school to the outside world and recognize what is important about a topic and be able to tell about it. Through the use of process skills and inquiry-based instruction, the content standards of (1) creativity is both a mental and a physical process, (2) different scientific domains may employ different methods of inquiry, and (3) data should be examined to find patterns and relationships will be addressed. The children will use a daily journal to record their information and reflect on what they are learning.
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5. |
Impressionism: A New Way of Seeing and Painting
Annotations by Pat Appleton
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Track #71265
Format: Extended learning
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This is a webquest that I designed to familiarize students with the style of impressionism and the impressionist painters.
Using the internet resources included in the webquest, students will (1) answer a set of background questions about impressionism (2) use the internet links to find information and images of the artists' work, (3) save biographical information and images to a folder or disk, and(4) write a brief paper which will include a summary of the characteristics of the Impressionist style of painting, biographical information about 4 of the major impressionist painters, and a discussion of the characteristics of impressionism as seen in one paintings by each of these four artists.
(5) The student will create an "Impressionist" painting of their own, using the characteristics of Impressionism that they have identified in their research project described in this webquest.
Visual Arts Standard # 4 Understand visual arts in relation to history and cultures
Specific thinking skills involved:
When I learn something I combine it with other things to create new ideas.
I recognize what is important about a topic and can discuss why.
I spot the important facts, concepts, and vocabulary when I am learning something new.
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6. |
Teenagers and Tobacco
Annotations by Pat Appleton
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Track #62698
Format: Resource list
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The Disease Prevention strand in the Tennessee Curriculum Framework for Lifetime Wellness includes the Course Goal: Understand attitudes and behaviors for preventing and controlling disease. This goal lists as a terminal objective: The student will be able to "determine heredity, environmental, and lifestyle factors which place them at risk for disease and develop a personal plan to reduce controllable risk." This Track was created to provide teachers with materials to use to address the learning gap, "My students do not understand the widespread effects of tobacco use on a teenager's life."
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7. |
Tennessee Tourists
Annotations by Pat Appleton
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Track #59697
Format: Resource list
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This unit will be used in the study of Tennessee History in fourth grade. This unit will allow students to use the Internet to practice skills on line as well as research facts using the Internet as addressed in the pre-survey. This unit will also be useful to students in their life as Tennesseeans in connecting what they learn in school to things done outside of school which is also on the pre-survey. This unit will address the learning gap that 60% of my fourth grade students lack knowledge in basic facts about their home state of Tennessee in that they will be involved in retrieving information pertaining to Tennessee on the internet, while learning about some of the history of Tennessee as well as famous Americans from Tennessee.
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8. |
The Seasons
Annotations by Pat Appleton
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Track #59268
Format: Resource list
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This unit, The Seasons, will help these kindergarten students overcome the stated learning gap of not understanding the change in the seasons, and its effect on their lives. This site provides an activity that is a great way for young students to begin to grasp the difference in weather and seasons. To help them better understand Winter, this lesson includes two great books for the first grade reading level. These activities will address the K-2 Curriculum Frameworks Standard for Science which is Tennessee Standard 1.1a - Observing is a process used to develop an awareness of the surrounding environment. Students can learn about things around them by careful observation. I selected this unit because it will allow my students to learn something as completely as they can, as referenced in pre-survey question # 5.
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9. |
Beginning Handwriting
Annotations by Pat Appleton
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Track #58412
Format: Resource list
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The stated Learning gap is need for improvement of handwriting skills before entering first grade. The unit "Beginning Handwriting" was chosen because is expected to be motivating to the students. This motivation would enhance the teacher's ability to work on a sometimes tedious task for the student. These lessons are easily adaptable to the differing needs of my students. The K-2 Language Arts - Writing content standard states that the student will develop the structural and creative skills necessary to produce written language that can be read and interpreted by various audiences.
Goal Statement: Writing is a life-long, interactive process that is used to communicate with a variety of audiences and for a variety of purposes, adapting language conventions appropriately according to context. Writing is an act of discovery, a means of personal growth, and a tool for clarifying knowledge. To accomplish writing tasks more effectively, students need exposure to a variety of strategies, such as those included in the stages of the writing process in order to approach writing systematically.
Learning Expectations:
•Begin to recognize and demonstrate knowledge of mechanics and standard spelling. I chose this unit because fresh ideas should allow me to better develop skills if the students are motivated and able to use and see their handwriting in a larger perspective of language arts. Some of the activities should allow the fostering of cooperative skills and group participation as noted in the Profiler Survey.
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10. |
First Grade Picnics
Annotations by Pat Appleton
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Track #58224
Format: Resource list
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The learning gap is basic sentence structure. The unit "First Grade Picnics" will help the practice on writing sentences. Together we will go over how to write out our sentences using correct structure. I choose this unit because it allowed my students to use the computer to type their version of what a picnic menu should be.
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11. |
Penguins - R - Us
Annotations by Pat Appleton
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Track #57076
Format: Resource list
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A class discussion indicated that my fourth grade Science students had very little factual information about penguins. This track was designed to address that gap and TN Curriculum Standard 1.2a "Initial information and prior knowledge are used to ask questions." Our School Improvement Plan is addressed through the use of technology in the classroom. The activities included provide facts and motivation to make the learner want to know more, ask detailed questions, and search the internet for more information.
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12. |
<i>The River</i>, a novel connection
Annotations by Pat Appleton
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Track #56699
Format: Extended learning
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Extend your students learning beyond the novel itself. Using critical thinking skills and depth and complexity, explore further into the content of <i>The River</i>.
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13. |
Tic Tock Clocks
Annotations by Pat Appleton
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Track #51923
Format: Resource list
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The stated learning gap is telling time to the hour, half-hour and five minute intervals. Rock Around the Clock was choosen because it teaches time combined with music and introduces the 1950's era. The estimation, measurement and computation content standard states that in order to develop understanding of estimation, measurement, and computation, the mathematics curriculum should include problems which require students to apply approprite tools of measurement. I chose this unit because I wanted to learn to use the internet for lesson planning.
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14. |
Fundamental Fractions
Annotations by Pat Appleton
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Track #50895
Format: Resource list
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This Track, Fundamental Fractions, contains teacher activities, online activities, and lesson plans that will provide strategies and reinforcement for teaching fractions to second grade math students. Since 40% of the students in my second grade math class do not demonstrate fraction skills that are grade level appropriate, the lessons and activities in this unit offer the studfents an opportunity to work on their fraction skills, while addressing the individual needs of the students. These lessons and activities will meet the needs of the students since they present the subject matter in ways that will accomodate various learning styles and levels of achievement. Students will also be given the opportunity to sharpen their skills online and work cooperatively to complete assigned tasks. This unit addresses the Tennessee Curriculum Standard that states that in order to develop an understanding of estimation, measurement, and computation, the mathematics curriculum should include problems which require students to apply appropriate tools such as mental mathematics, technology, menipulative, and pencil-and-paper.
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15. |
Decision Making
Annotations by Pat Appleton
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Track #49568
Format: Resource list
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In this unit, "Decision Making" students are encouraged to think of different ways tto reolve conflict situations in which they become involved. The learning gap, Resolving conflict in an orderly and timely fashion tends to be a problem for Middle School students, is of utmost importance in this unit. As stated in the Framework Standard, students will understand the importance of a positive self-concept, interpersonal relationships, and the relationships of sound, social, emotional and mental health practices to wellness. Pre-survey questions #1, My students try more than one way to solve a problem, is a necessary part of this unit.
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16. |
Phonics Fun
Annotations by Pat Appleton
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Track #49279
Format: Resource list
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On a teacher-made test half of the students were unable identify particular phonic sounds.
A Tn Curriculum Frameworks content standard for Language Arts for Kindergarten states that the
students will develop necessary work recognitions, comprehension, interpretation, analysis, evaluations,
and appreciation of the written text. WIthin this unit the students will use Arthur books to review
vowel sounds, use Dr. Seuss to learn phonograms, and use addition and subtraction to make new
words. TSW: learn and identify at least 3 phonograms, spell 5 words using ad, op, ish, ink, and ump,
and develop phonologic awareness.
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17. |
The Digestive System
Annotations by Pat Appleton
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Track #48472
Format: Resource list
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A tour of the human digestive system.
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18. |
Let's Compare and Contrast
Annotations by Pat Appleton
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Track #48533
Format: Extended learning
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On a teacher made test half of the students tested made below a passing grade. A TN Curriculum Frameworks Content for Language Arts for kindergarten states that the students will develop reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation
of the written text. Within this unit the students will create a Venn diagram, take part in making a class book, use critical thinking skills, and make predictions. This unit will provide several different strategies for teaching
comparing and contrasting. Learning Expectations: TSW make a Venn Diagram, say what they have in common with Arthur, state a relationship they have with the story, and complete a Venn diagram comparing and contrasting
their predictions with what really happened.
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19. |
Some Multiplication a Day Really Pays!
Annotations by Pat Appleton
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Track #48034
Format: Resource list
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This unit will be used in fourth grade to address the learning gap in mathematics as related to the Terra Nova scores with multiplication tables. This unit will be linked to sites for students on the internet to improve student involvement with technology. This unit will stress multiplication to all students in my class. It is facilitated by problem solving skills and memorization of math facts. Each skill builds on the previous skills learned. Therefore, practicing and enjoying
math facts and problem solving will help in the learning of subsequent skillsÂ
for multiplication and all math functions. This unit addresses the learning gap previously stated and meets the state standard in the area of math grade cluster 3-5 NUMBER SENSE AND NUMBER THEORY: In order to develop Number Sense and an understanding of Number Theory, the mathematics curriculum must include problems which require students to recognize, represent, and model real numbers and operations verbally, physically, symbolically, and graphically.
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20. |
Time Strategies
Annotations by Pat Appleton
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Track #48494
Format: Resource list
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This track contains teacher activities, online activities, and lesson plans that will provide strategies and reinforcement
for teaching time skills in second grade. Since 70% of the students in my second grade classroom do not demonstrate mastery in their time skills, the activities and lessons in this unit offer students the opportunity to sharpen their skills while participating in activities that promote creativity, while also addressing the individual needs of students and promoting the use of technology in the classroom. The unit addresses the Tennessee Curriculum Standard that states that in order for students to develop an understanding of estimation, measruement, and computation, the mathematics curriculum should include problems which require students to apply approriate tools such as mental mathematics, technology, manipulatives, and pencil-and-paper.
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