| |
|
|
|
Show Tracks Created by Lyn Bradshaw
|
|
Showing all Lyn Bradshaw created by
Lyn Bradshaw
|
|
1. |
Little Red Riding Hood and Lon Po Po
Annotations by Lyn Bradshaw
|
Track #59080
Format: Resource list
|
|
These links provide access to literature units based on the book, Lon Po Po. These activities allow my third grade students to examine characters and cultures, use semantic mapping and the Venn diagram to compare and contrast, and work in cooperative groups. The Language Arts Grades 3-5 Content Standard for Reading states the following: The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of the written text.
|
 |
|
|
2. |
Miss Rumphius
Annotations by Lyn Bradshaw
|
Track #20828
Format: Resource list
|
|
These links provide access to literature units based on the book, "Miss Rumphius".The units provide a variety of activities to engage students in reading, writing, research, and art. A TN Curriculum Frameworks Content for Reading in grades 3-5 states: "The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of the written text."
|
|
|
|
3. |
Nutrition
Annotations by Lyn Bradshaw
|
Track #20831
Format: Resource list
|
|
These links provide access to activities about nutrition and health. The units are designed to profide you with information on valuable places on the Internet. A TN Curriculum Frameworks Content for Comprehensive Health in grades 3-5 states: The student will understand the relationship of sound nutrition to total lifetime wellness. To achieve this standard, the learner will: * relate reasons for total lifetime wellness. To achieve this standard, the learner will: *relate reasons for including various foods within the Food Guide Pyramid *demonstrate an understanding of proportionality as it applies to the Food Guide Pyramid (i.e., some foods are needed in greater quantities than others) *explain how weight is controlled by balancing diet and exercise *read food labels and make good food choices *understand the importance of cleanliness in handling and consuming food *differentiate between nutrition and nutrients *examine why certain foods have limited nutritional value *explain that energy is measured in calories *prepare simple healthy snacks *identify factors that influence personal food choices, i.e., labeling, media advertising *consumer education and availabilities *examine nutrients and their functions *distinguish between calories consumed and calories expended *make healthy food choices based on nutritional value *explain how food consumption contributes to an individual level of health *demonstrate awareness of multicultural influences on food choices *evaluate the importance of eating at least five fruits and vegetables daily *assess reasons for dietary guidelines *use the Food Pyramid as a guide for choosing a variety of foods necessary for good health *recognize and avoid food fads *examine food sources important during adolescent growth spurts *analyze why certain foods are preferred and what factors cue eating behavior *evaluate snacking options; determine and apply healthy choices
|
|
|
|
4. |
Facts Without Frustration
Annotations by Lyn Bradshaw
|
Track #20830
Format: Resource list
|
|
This track provides a variey of activities to help student learn the multiplication facts 0-10 tables. Internet sites, projects with art supplies, games, and class recitation are included to encourage accurate recall of facts. The Content Standard states: 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.
|
|
|
|
5. |
S.O.S. for Spelling
Annotations by Lyn Bradshaw
|
Track #20829
Format: Resource list
|
|
The stated learning gap is that students have demonstrated difficulty in spelling words correctly in their daily writing. I chose this unit because it allows students to practice their words in a fun manner. Although it focuses on weeklly spelling lists, it can be adapted to include word lists from language, reading,and social studies assignments. The Content Standard states the following: The student will develop the structural and creative skills necessary to produce written language that can be read and interpreted by various audiences.
|
|
|
|
|
|
