Journey Through Space

Journey Through Space

















Standard: SCI.5.2.1 2010
Recognize that our earth is part of the solar system in which the sun, an average star, is the central and largest body. Observe that our solar system includes the sun, moon, seven other planets and their moons, and many other smaller objects like asteroids and comets.

Objective: 

• Students will recognize the planets, sun, and stars as a solar system
• Students will be able to decipher the planets based upon their descriptions

Description of Activities:

• Students grab a book and read about the planets.  They will then grab a notecard with a description of a planet on it, and they decide which planet it belongs to.  They will then proceed to paperclip the notecard to the corresponding planet. 
• For students who are visual learners, take the telescope and look at the 3-D solar system to imagine what the solar system may actually look like.
• As a fun activity for students who get done early, they can look at the six space picture puzzles and try to solve them!

Books:

Our Solar System

Every Planet Has a Place

Boy, were we wrong about the Solar System!

QR Code:

Planets For Kids

http://www.planetsforkids.org/ 

Outer Space..."We are the Planets"

http://www.youtube.com/watch?v=ZHAqT4hXnMw 

A Journey to Freedom

Under the Quilt of Night

Take your students on a journey to freedom with a cross-curricular Social Studies and Literature-based bulletin board! 

Standard:

SS.5.1.18 2007 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Read fiction and non-fiction stories about conflicts among and between groups of people at different states in the formation of the United States; give examples of how these conflicts were resolved and analyze the accuracy of the stories' historical details and sequence of events.  

Objective:

After reading Under the Quilt of Night, the students will write a letter from the perspective of a child searching for freedom from slavery. 

                   

Lesson Description                                                                     

This interactive bulletin board focusing on "Under the Quilt of Night" is designed for students to step back in history during a time when segregation was rampant. Students select a photo of a child in slavery and match it to the provided ransom note of that child. They read the scenario, "become" the child and proceed to write a letter to their family explaining their trials, victories, emotions, and current location. When they have completed their letter, they attach it to the quilt on the bulletin board. 

Other Exemplary Texts:

                                         

  

Resource for Further Learning

The Journey: An Interactive Underground Railroad Experience 

National Geographic Education

Spooky Tools

 
Objective:
At the completion of this lesson, students will demonstrate how body parts can be used as tools.




Standard:
SCI.2.4.1 2010
Identify parts of the body that can be used as tools - like hands for grasping and teeth for cutting and chewing.





 Description:
Students will complete three different tasks where they will need to discover how their various body parts can be used as tools. The three body parts used will be the thumb, the foot, and the teeth.

Materials:
- Fake cobwebs
- Decorative skeleton
- White, orange and black paper
- Fake severed hand
- Fake severed foot
-Fake set of teeth
- Mini snickers
- Eraseable marker
- Tape
- Hot glued
- Mini bats
- Laminated paper

Description of Activities:
#1. The thumb: students will tape down the thumb of their dominant hand, and then try to write their name with a dry erase marker on a piece of laminated paper on the board. Afterwards. They will lift the instructions and read the extra information about the activity.



#2. The foot: students will take a wrapped mini snickers bars, and set it on the floor. They will then remove their shoes and socks, and try to pick up the snickers from the ground with their toes. After completing this activity, they will lift the instructions and read the extra info about the activity.



#3. The teeth: students will take the same snickers they used for activity #2 and open it up. They will proceed to eat the snickers, but they cannot use their teeth. They will then lift the instructions to read more about the activity.





Link:
http://www.goodreads.com/book/show/1859970.From_Head_to_Toe


Book:
From Head to Toe: the Amazing Human Body and How it Works


 Created by Bailee Morillo & Emily Steffen

What Is Music?

WHAT IS MUSIC?

A Bulletin Board exploring Music and Literature.

Discover music in the world around you just like John Coltrane..

Standard: MU.1.6.2 2007 Identify various vocal, instrumental, and environmental sounds.

Objective: Students will explore the sounds of the bulletin board by creating maracas, reading the sounds people, animals, and objects make, beating out a rhythm on various objects, and exploring a song.

Activity description: Students will explore the book Before John Was a Jazz Giant by Carole Boston Weatherford. Then students will create maracas using water bottles and beans and will explore the different sounds around us in the environment and write down other songs they think of on the pond. On the pole there is a drum set made from materials around the house, a rain-stick, a guitar made from a box and rubber bands, and keys to shake like a tambourine. There also is QR code that links you to a song you can create by clapping and snapping.

Literature Used:

 

 

QR Code: http://www.youtube.com/watch?v=um3SlSMWPJE

 

 

 

 

 



The Dream Lives On

The Dream Lives On

Is It Your Time
A Cross-Curricular Bulletin Board: Social Studies and Literature 

Standard: SS.5.2.10 2007

Roles of Citizens: Use a variety of information resources to identify and evaluate contemporary issues that involve civic responsibility, individual rights and the common good.

Objective:

• The students will explain how civic responsibilities were compromised and how it is has affected the common good.
• The students will create a dream for themselves that will serve the common good.

Materials:

-       Notebook paper, construction paper, blank white paper

-       Computers

-       Clouds (big/small)
     Passports

-       Markers
     Crayons
     Pencil
     Pen
     Scissors
     Glue

-       Books:

o   I have A Dream

o   Martin’s Big Words

o   Dream of Freedom

The Walk: Consists of 3  engaging stops, guided by a passport, to offer guidance, ensure safety and completion. 

-       Stop 1:  Myhistro : http://www.myhistro.com/my-events

o   This myhistro guides students through the most significant events from Martin Luther King and his followers protest.  This interactive sit encourages students to dig deeper. Myhistro brings Martin Luther King’s journey to life. 

-       Stop 2: Picture

o   This allows students to reflect on actual pictures taken during the Civil Rights Movement. Students are given six pictures taken from protests and rallies to study and reflect. This gives students the opportunity to reflect on their thoughts and feelings,

-       Stop 3: Cloud

o   The final stop focuses on Dr. King’s “I have a Dream Speech”.  To signify Dr. King’s impact, each student is asked to paint a small cloud the color of his or her skin. Let this cloud dry.  Once the cloud is dry, each student writes their dream on the cloud and places it on the big cloud. 

Chicka Chicka Boom Boom!
Chicka Chicka Boom Boom!

Language Arts Standard:

EL.1.6.8 2006

Spelling:
Spell correctly three- and four-letter words (can, will) and grade-level-appropriate sight words (red, fish).

Objective:

After exploring the Chicka Chicka Boom Boom bulletin board, students will be able to explore their knowledge of spelling through various activities 

Activity Description:
Velcro Spelling- students answer questions on the bulletin board by spelling the correct answers with velcro letters.

Falling letters-students unclip letters falling from the vines and reattach them to the tree to see how many words they can form with the given letters.

Magnetic Tree Hole- Students draw pictures from the adjacent cups and spell the words with the magnetic letters on the tree.

            <-----What the book looks like 

      Want to watch a Chicka Chicka Boom Boom video?

               watch it here!

First Peoples of Indiana

First Peoples of Indiana

A Cross-Curricular Bulletin Board: Social Studies and Literature

Standard:

SS.4.1.1 2007

Native American Indians and the Arrival of Europeans to 1770. Identify and compare the major early cultures that existed in the region that became Indiana prior to contact with Europeans.

Example: Paleo-Indians such as the Hopewell, Adena and the Mississippian cultures

Objective:

Produce a piece of writing that demonstrates understanding of the First Peoples of Indiana.

Material List:

BOARD

·      Big paper (and lots of it!... orange, yellow, brown)

·      Cut-out of the state of Indiana

·      Die-cut shapes (buffalo, trees, deer, numbers, letters)

WIGWAM

·      Big paper (blue and brown)

·      Hot glue

·      Lamp

·      Big blanket

·      Books for inside

·      Masking tape

·      Twine/string

·      Clothespins

ACTIVITIES

·      Face paint

·      Slips of paper for Native American names

·      Paper for quizzes

·      Wire hangers for book display

·      Any needed materials for writing prompt

Description:

·      A bulletin board all about the Native American tribes of Indiana.

·      5 activity stations:

o   (1) “Read It”: Read books about Native American tribes inside the wigwam.

o   (2) “Explore It”: Explore the QR codes to learn more. Then, quiz yourself using the “Quiz It” questions beneath the board.

o   (3) “Name It”: Read some examples of Native American names and their meanings. Then, choose your own Native American name, write it on paper, and tag it to the twine with a clothespin.

o   (4) “Write It”: Respond to this question in a free-write: How does our culture today compare to the culture of Indiana’s native Miami people?  Use specific examples and/or pictures.

o   (5) “Create It”: Read what each paint color means, then use face paint to paint your own face!

Link to QR Sites:

www.in.gov/dnr/historic/files/HP_earlypeoples.pdf

www.native-languages.org/potawatomi-legends.htm

www.warpaths2peacepipes.com/native-american-culture/war-paint.htm

Book List:

*The Legend of Indian Paintbrush by Tomie dePaola

*Many Nations: An Alphabet of Native America by Joseph Bruchac

Native Americans by Evelyn Wolf

The Cherokee Indians by Nicole Claro

Indians of the Northeast

Indian Chiefs

Meet the North American Indians