Teaching Practice Great Mentors for New Teachers THE LESSON
Why all the sections?
There are three mentor teachers involved in this exhibit. They all did lessons to show pre-service teachers how to effectively integrate technology into the curriculum as part of the NH PT3 program.
Creating a Bill Project
Procedure: Students work in pairs, sharing a computer. After introduction they are coached through research, organization and writing of narrative. About one hour of class time is allowed for instruction in using "Inspiration." A sample diagram is handed out as a guide.
Time allowed: three to four ninety minute blocks, depending mainly on amount of experience with the Internet and "Inspiration" software.
Technology tools:
Internet for research. List of useful sites is on handout.
Microsoft Word or other word processor for writing narrative
"Inspiration" graphic organizing software to make diagram
Content:
Structure and organization of US Congress and committee system
Names of key legislators and Congressional leaders
Legislative process from beginning to end
Regional and interest-group involvement in legislative process
Skills
Using the internet to access information
Research and organization of data
Writing and word processing
Graphic presentation of information using "Inspiration"
Legislative Process Project Introduction:
The process of creating a new law is long and difficult, as well it should be. After all, if it were easy we wouldn't be able to keep up with all the changes. In this project you will use online sources, our class discussions, and your imaginations to create a believable history for a make-believe bill. Along the way you will incorporate all that you have learned about the law-making process, and learn a lot more.
The Task:
For one of the bills listed below, create a detailed description of all it might go through on the way to becoming a law. You must start at the introduction of the bill, and follow it through the process as far as the President's action (obviously we are assuming that the bill doesn't die along the way). Your finished product will include a narrative describing the process in detail, as well as a simple diagram, created on "Inspiration," illustrating it.
You must meet the following requirements:
Your description of the steps in the process must be accurate.
You must be as specific as possible. Include names of standing committees, and at least two specific interest groups and/or regions of the country that might support or oppose the bill.
You must incorporate correctly at least 12 of the following terms in your narrative. Underline or highlight the terms to make sure I see them.
Amendment
Interest Group
Mark-up
Seniority
Standing Committee
Conference Committee
Interest Group
Veto
Cloture
Subcommittee
Public Hearing
Constituent
Rider
Discharge Petition
Report Unfavorably
Unconstitutional
Rules Committee
Lobbyist
Override
Filibuster
Quorum
The Bills:
1. An Act to increase the gasoline tax by .25/gallon
2. An Act to require all drivers to take an annual drug test
3. An Act to raise the minimum wage to $7.00/hour
4. An Act to make all abortions illegal
5. An Act to ban the sale of all tobacco products
6. An Act to make 18 years the minimum age to possess a firearm.
Dinosaurs and 2nd Graders
Students in Mrs. Powers' second grade class were asked to research dinosaurs on the Internet and write their findings on the computer.
Dinosaur Explore
Objective: For the children to explore the life and times of a dinosaur of their choice using the library and the internet.They should know the period, habitat, size, diet and other interesting facts about their dinosaur. The children will learn how to find a website, print information from the site and bookmark it for future reference They will also become familiar with the computer program Kid Works and use it as a reporting forum.
1. Find information about dinosaurs using library resources.
2. Find information about dinosaurs using the internet as a resource.
3. As homework the children and their parents will review the internet information and extract the pieces that the children will use for their report.
4. Using the KidWorks program the children will input the information they have gathered to be made into a book.
5. Pair-Share books with a friend.
Graphing with 6th Graders
Students in Mrs. Trainor's 6th grade learn how create a spreadsheet and graph to show how their time was spent over a weekend.
This lesson was originally presented at a workshop by Lauren Dokis, Hollis/Brookline Junior High School.
MATH: Where Does The Time Go?
Question: We all look forward to our weekends, but have you ever thought just how we choose to spend this "free time''? Your challenge is to record your activities this weekend as well as the time you began the activity and the time it concluded. You will then use your newly acquired skills in fraction creation and conversion to decimals and percents to create a visual representation of your data.
Products:
A complete Weekend Worksheet
A computer-generated bar graph (pictograph) representing your data
A hand-drawn circle graph representing your data
Hypothesis, Materiais, Procedure, Results, Conclusion sections of your report
A quality 3-paragraph summary (FCA’S)
A creative cover page
Product Standards:
Weekend Worksheet and Inventory sheets are complete and legible.
All graphs conform to the FCA'S.
Report sections are properly headed and in the correct order.
The conclusion is properly indented, edited for spelling and punctuation, has clear topic sentences, and contains supporting details. List the essay FCA’S in the top left-hand portion of your paper.
Process:
Time Management - each group is responsible for insuring each group member's successful completion of the project products on or before the due dates.
Creative Thinking - Production of quality, creative ideas and products.
Process Standards: I will be anticipating:
your ability to optimize your time and resources
your ability to breakdown tasks into small pieces in order to meet deadlines
Procedure:
Collect your weekend data. For our purpose, the weekend begins when you wake-up Saturday morning and ends when you wake-up on Monday morning.
Use your data to create a hand-made bar graph and a pictograph using Appleworks.
ALL GRAPH FCA'S:
Unique title and labels
Graphs clearly represent the data
Proper, consistent scale
Clear, colorful and creative
Use your superior skills to convert your data to fractions (part/whole) of your weekend, then decimals, and finally, percents.
Use your percent data to convert from percents to degrees of a circle.
Use degree data and a protractor to create a circle graph. (GRAPH FCA'S)
Assemble your information in a lab report using proper order, format and headings.
For your conclusion, write a 3-paragraph summary of your findings and their meaning.
CONCLUSION FCA'S:
Clear topic sentences
Supporting details
Paragraphs are properly indented
Correct punctuation and spelling
Compile all project components into a complete report with a creative cover.
Social Skills:
All group members on-task
6-inch voices
Encourage all group members’ participation
Group Roles:
Noise-Level Monitor- is responsible for monitoring the use of 6-inch voices within the group, daily.
Positive Reinforcement Specialist - is responsible for encouraging each group members' participation in group discussion, daily.
Task Master - is responsible for keeping group members on -task, daily.
Time Management - is responsible for helping the group set a time management schedule and use it daily.
Grading: You will receive a group grade based on the observation of the expected social skills within your group. You will also receive an individual grade based on the quality of your individual work.
Due Dates: Tier 1 February 5 -Weekend Inventory February 7- Hand-made bar graph February 9 -Weekend Worksheet February 16- Pictograph/Typed Report February 22- Final Report
All project components are due on the due date. Any late components will be penalized 5 points for each day late.
Tier 2 (Optional): See Enrichment Option Sheet Due March 6
