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Show Tracks Created by Susan Gilmore
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Showing all Susan Gilmore created by
Susan Gilmore
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1. |
Thoughtful Comprehension: Effective Strategies to Help Readers
Annotations by Susan Gilmore
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Track #360130
Format: Resource list
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<SPAN style="FONT-FAMILY: 'Century Schoolbook'; FONT-SIZE: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">In this reading unit, students will learn the importance of utilizing comprehension strategies that engage the reader.<SPAN style="mso-spacerun: yes"> </SPAN>This unit will encompass teaching the necessary skills to distinguish between different reading strategies and the strategies that good readers employ to become more proficient. Students will learn the effective strategies to thoughtfully comprehend a variety of texts.<SPAN style="mso-spacerun: yes"> </SPAN>"Real-world, authentic opportunities" will enable students to become "independent readers, listeners, and viewers" (ELA Clarifications Document). Students will utilize this Trackstar in order to complete research for the differentiated learning projects.</SPAN>
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2. |
Constitution Trackstar
Annotations by Susan Gilmore
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Track #364501
Format: Resource list
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<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B><SPAN style="FONT-FAMILY: 'Trebuchet MS'; COLOR: #003366; FONT-SIZE: 10pt; mso-bidi-font-family: Arial">"Background on Constitution Day-</SPAN></B><SPAN style="FONT-FAMILY: 'Trebuchet MS'; COLOR: #003366; FONT-SIZE: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"><A href="http://rs6.net/tn.jsp?e=001SmtRsn4RMqf53-_PfB2FSs-cTM4Izv0w-vhnykay92nxKvU8Jbw_oQfn2-GTD7leXkS5HrVaKVSokIicf6rNdd0_skYLPKlxMnpFIp2xUBKXhmBC_-Seyir4LteE2jlYAZv4uQCbSEQ3wRXXBnMiuQ=="><?xml:namespace prefix = v ns = "urn:schemas-microsoft-com:vml" /><v:shape style="Z-INDEX: 1; POSITION: absolute; MARGIN-TOP: 0px; WIDTH: 180pt; HEIGHT: 120pt; MARGIN-LEFT: 140pt; mso-wrap-distance-left: 3.75pt; mso-wrap-distance-top: 3.75pt; mso-wrap-distance-right: 3.75pt; mso-wrap-distance-bottom: 3.75pt; mso-position-horizontal: right; mso-position-horizontal-relative: text; mso-position-vertical-relative: line" id=_x0000_s1026 alt="Signers Hall" href="http://rs6.net/tn.jsp?e=001SmtRsn4RMqf53-_PfB2FSs-cTM4Izv0w-vhnykay92nxKvU8Jbw_oQfn2-GTD7leXkS5HrVaKVSokIicf6rNdd0_skYLPKlxMnpFIp2xUBKXhmBC_-Seyir4LteE2jlYAZv4uQCbSEQ3wRXXBnMiuQ==" o:allowoverlap="f" o:button="t" type="#_x0000_t75"><v:imagedata src="file:///C:/DOCUME~1/SUSANG~1/LOCALS~1/Temp/msoclip1/01/clip_image001.jpg" o:title="38"></v:imagedata><?xml:namespace prefix = w ns = "urn:schemas-microsoft-com:office:word" /><w:wrap type="square"></w:wrap></v:shape></A>In late 2004, Senator Robert Byrd, one of the United States Senate's leading Constitutional scholars, introduced legislation that President George W. Bush signed into law on December 8, 2004 requiring that all schools, colleges and Federal agencies receiving Federal funds offer annual educational programming involving the Constitution of the United States on or around Constitution Day, September 17th" (The National Constitution Center). Click on the links to learn about the Constitution.</SPAN></P>
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3. |
The Water Cycle: Modeling Land and Water
Annotations by Susan Gilmore
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Track #342804
Format: Resource list
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<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN style="FONT-FAMILY: Arial">Students investigate the interactions between land and water.<SPAN style="mso-spacerun: yes"> </SPAN>Students create a representation, or model, of land on earth using four components of soil:<SPAN style="mso-spacerun: yes"> </SPAN>sand, gravel, clay, and humus.<SPAN style="mso-spacerun: yes"> </SPAN>With this model, students set up an investigation of the water cycle.<SPAN style="mso-spacerun: yes"> </SPAN>This experience introduces students to the concept that water changes its physical form and allows them to observe how water moves into the air and returns to earth as precipitation.<SPAN style="mso-spacerun: yes"> </SPAN>As students focus on the processes of evaporation and condensation, they prepare for they will also simulate rain falling on their land.<SPAN style="mso-spacerun: yes"> </SPAN>Students will use a model of the water cycle, Water Cycle Hotlist, and Water Cycle Treasure Hunt as their resources.<SPAN style="mso-spacerun: yes"> </SPAN><?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" /><o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN style="FONT-FAMILY: Arial"> <o:p></o:p></SPAN></P>
<UL style="MARGIN-TOP: 0in" type=disc>
<LI style="MARGIN: 0in 0in 0pt; tab-stops: list .5in; mso-list: l0 level1 lfo1" class=MsoNormal><SPAN style="FONT-FAMILY: Arial">Students discuss the concept of modeling.<o:p></o:p></SPAN>
<LI style="MARGIN: 0in 0in 0pt; tab-stops: list .5in; mso-list: l0 level1 lfo1" class=MsoNormal><SPAN style="FONT-FAMILY: Arial">Students build a model of land and water and use the model to investigate the water cycle.<o:p></o:p></SPAN>
<LI style="MARGIN: 0in 0in 0pt; tab-stops: list .5in; mso-list: l0 level1 lfo1" class=MsoNormal><SPAN style="FONT-FAMILY: Arial">Students record and discuss their observations.<o:p></o:p></SPAN>
<LI style="MARGIN: 0in 0in 0pt; tab-stops: list .5in; mso-list: l0 level1 lfo1" class=MsoNormal><SPAN style="FONT-FAMILY: Arial">Students read to learn more about the water cycle.<o:p></o:p></SPAN>
<LI style="MARGIN: 0in 0in 0pt; tab-stops: list .5in; mso-list: l0 level1 lfo1" class=MsoNormal><SPAN style="FONT-FAMILY: Arial">Students utilize the Water Cycle Hotlist to learn more about the water cycle.<o:p></o:p></SPAN>
<LI style="MARGIN: 0in 0in 0pt; tab-stops: list .5in; mso-list: l0 level1 lfo1" class=MsoNormal><SPAN style="FONT-FAMILY: Arial">Students complete the Water Cycle Treasure Hunt to learn more about the water cycle. <o:p></o:p></SPAN></LI></UL>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN style="FONT-FAMILY: Arial"> </SPAN><SPAN style="FONT-FAMILY: Arial; FONT-SIZE: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">Each student will build a 3-D cloud that includes a labeled diagram of the water cycle, five important facts about water and publish a writing piece describing how the water cycle works.<SPAN style="mso-spacerun: yes"> </SPAN>In addition, students will visit a </SPAN><SPAN class=listitem1><SPAN style="FONT-FAMILY: Arial; COLOR: black; FONT-SIZE: 11pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">variety of s</SPAN></SPAN><SPAN style="FONT-FAMILY: Arial; FONT-SIZE: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">tations will be set up in different spots in the classroom where students work on various tasks simultaneously. The stations invite flexible grouping because not all students need to go to all stations all the time.<SPAN style="mso-spacerun: yes"> </SPAN>After exploring a variety of stations, students will be encouraged to complete water cycle projects.<SPAN style="mso-spacerun: yes"> </SPAN>When projects are complete, students may take a “Gallery Walk” to view the creations.<SPAN style="mso-spacerun: yes"> </SPAN>Students will also use the Multiple Intelligences listed in the activities section.</SPAN></P>
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4. |
Election Trackstar
Annotations by Susan Gilmore
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Track #364496
Format: Resource list
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<FONT size=4 face="times new roman, times, serif">This site has information about the election. Learn about the process to make your vote count!</FONT>
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