This is a cite that can do APA citation. Also has MLA.
You click on APA. Then click on the type of material ex. book, then plug in your info. and it cites the source for you.
Hope this helps :)
http://citationmachine.net/
Wednesday, February 25, 2009
Monday, February 23, 2009
Ashley Douglas
Expository Lesson Plan
Curriculum Standard: PHYSICAL SCIENCE
2. Identify properties of objects and materials, position and motion of objects, and properties of magnetism.
a. Classify properties of objects and materials according to their observable characteristics. (DOK 2)
• Materials (e.g., wood, paper, plastic, metal)
• Matter (solid or liquid)
• Objects that sink or float in water
Big Idea: Organize items and materials according to characteristics.
Preparation:
1. Show students some objects and ask them to name some things that are unique to that object.
2. Tell the students to pay close attention to the different objects. (Color, size, shape, and material they are made from.
3. After showing the objects introduce the term, characteristics and classify.
4. Discuss what characteristics are and how these can be used to classify objects.
5. Tell students that they will be making a semantic feature analysis to show how some objects can be the same or different based on their characteristics.
6. Show the students an example of a chart you have prepared before class.
Guidance:
1. Students brainstorm to think of some characteristics we might use to classify the objects.
2. Students will groups up and create a poster of the objects and how they classified them.
3. They will discuss why and how they chose what they did.
Application:
1. Use teacher Observation while the students are working.
2. Check to make sure they have classified all objects and can justify why.
Assessme:
The teacher will pick up the semantic feature analysis from each group and check to see that:
1. Check to see if they used the required number of items
2. That the features are relevant to the object they are working on.
3. That each feature that applies to the object is marked correctly.
Expository Lesson Plan
Curriculum Standard: PHYSICAL SCIENCE
2. Identify properties of objects and materials, position and motion of objects, and properties of magnetism.
a. Classify properties of objects and materials according to their observable characteristics. (DOK 2)
• Materials (e.g., wood, paper, plastic, metal)
• Matter (solid or liquid)
• Objects that sink or float in water
Big Idea: Organize items and materials according to characteristics.
Preparation:
1. Show students some objects and ask them to name some things that are unique to that object.
2. Tell the students to pay close attention to the different objects. (Color, size, shape, and material they are made from.
3. After showing the objects introduce the term, characteristics and classify.
4. Discuss what characteristics are and how these can be used to classify objects.
5. Tell students that they will be making a semantic feature analysis to show how some objects can be the same or different based on their characteristics.
6. Show the students an example of a chart you have prepared before class.
Guidance:
1. Students brainstorm to think of some characteristics we might use to classify the objects.
2. Students will groups up and create a poster of the objects and how they classified them.
3. They will discuss why and how they chose what they did.
Application:
1. Use teacher Observation while the students are working.
2. Check to make sure they have classified all objects and can justify why.
Assessme:
The teacher will pick up the semantic feature analysis from each group and check to see that:
1. Check to see if they used the required number of items
2. That the features are relevant to the object they are working on.
3. That each feature that applies to the object is marked correctly.
Ashley Douglas
Expository Lesson Plan
Curriculum Standard: PHYSICAL SCIENCE
2. Identify properties of objects and materials, position and motion of objects, and properties of magnetism.
a. Classify properties of objects and materials according to their observable characteristics. (DOK 2)
• Materials (e.g., wood, paper, plastic, metal)
• Matter (solid or liquid)
• Objects that sink or float in water
Big Idea: Organize items and materials according to characteristics.
Preparation:
1. Show students some objects and ask them to name some things that are unique to that object.
2. Tell the students to pay close attention to the different objects. (Color, size, shape, and material they are made from.
3. After showing the objects introduce the term, characteristics and classify.
4. Discuss what characteristics are and how these can be used to classify objects.
5. Tell students that they will be making a semantic feature analysis to show how some objects be the same or different based on their characteristics.
6. Show the students an example of a chart you have prepared before class.
Guidance:
1. Students brainstorm to think of some characteristics we might use to classify the objects.
2. Students will groups up and create a poster of the objects and how they classified them.
3. They will discuss why and how they chose what they did.
Application:
1. Use teacher Observation while the students are working.
2. Check to make sure they have classified all objects and can justify why.
Expository Lesson Plan
Curriculum Standard: PHYSICAL SCIENCE
2. Identify properties of objects and materials, position and motion of objects, and properties of magnetism.
a. Classify properties of objects and materials according to their observable characteristics. (DOK 2)
• Materials (e.g., wood, paper, plastic, metal)
• Matter (solid or liquid)
• Objects that sink or float in water
Big Idea: Organize items and materials according to characteristics.
Preparation:
1. Show students some objects and ask them to name some things that are unique to that object.
2. Tell the students to pay close attention to the different objects. (Color, size, shape, and material they are made from.
3. After showing the objects introduce the term, characteristics and classify.
4. Discuss what characteristics are and how these can be used to classify objects.
5. Tell students that they will be making a semantic feature analysis to show how some objects be the same or different based on their characteristics.
6. Show the students an example of a chart you have prepared before class.
Guidance:
1. Students brainstorm to think of some characteristics we might use to classify the objects.
2. Students will groups up and create a poster of the objects and how they classified them.
3. They will discuss why and how they chose what they did.
Application:
1. Use teacher Observation while the students are working.
2. Check to make sure they have classified all objects and can justify why.
Sunday, February 15, 2009
Chapter 5
The first thing that caught my attention was on page 128. This section refers to different types of text. The first statement in this section that I really agreed with was “Well-designed documents can represent a great deal of information in an efficient format.” My question is why all text can’t be creating in with this thought in mind. There are so many text books out there that are so filled with great information but are so poorly laid out no one can stand to read them.
The next thing that really made me stop in my tracks was on page 133, the little green box at the bottom of the page. I just sat there for a second and said “WOW”. I have internet at my home, at school on my personal computer and I am aloud to use school computers in the library as well as the labs. It is hard to imagine people without internet or computers. We have teachers that have web based homework sites, blog sites, I even read about a teacher who had set up twitter for her class. As a teacher you have to ask, how far behind those children are going to be without computers compared to the student with.
The last thing that stuck out t me was on page 136. This section talks about readability formulas. I think these are very interesting because this aspect of education is not different than others. You have test to help you do a better job of teaching your students but there is still a lot of room for errors. Also there are so many different types of test that can be given that who know what is really more accurate. If you look hard enough you can always find someone who believes or disagrees with every test out there.
The first thing that caught my attention was on page 128. This section refers to different types of text. The first statement in this section that I really agreed with was “Well-designed documents can represent a great deal of information in an efficient format.” My question is why all text can’t be creating in with this thought in mind. There are so many text books out there that are so filled with great information but are so poorly laid out no one can stand to read them.
The next thing that really made me stop in my tracks was on page 133, the little green box at the bottom of the page. I just sat there for a second and said “WOW”. I have internet at my home, at school on my personal computer and I am aloud to use school computers in the library as well as the labs. It is hard to imagine people without internet or computers. We have teachers that have web based homework sites, blog sites, I even read about a teacher who had set up twitter for her class. As a teacher you have to ask, how far behind those children are going to be without computers compared to the student with.
The last thing that stuck out t me was on page 136. This section talks about readability formulas. I think these are very interesting because this aspect of education is not different than others. You have test to help you do a better job of teaching your students but there is still a lot of room for errors. Also there are so many different types of test that can be given that who know what is really more accurate. If you look hard enough you can always find someone who believes or disagrees with every test out there.
Teacher blog site
I found the teacher blog http://teachclever.com/ This site is a collection of several article type postings that are about random things that will help teacher become better in little ways. This site has little tips and tricks contain within the articles. One of the postings is called Website a la Education. This promotes teachers having websites that parents and students can access to stay on top of assignments in the class.
A teacher site could prevent a lot of trouble. For example, when little Jimmy goes home to mom and says the teacher gave us this big assignment and it due tommorow the mom can get on the sight and see little Jimmy is telling a story. The assignment was given last week. This will prevent the teacher from getting bad phone calls from angry moms.
A teacher site could prevent a lot of trouble. For example, when little Jimmy goes home to mom and says the teacher gave us this big assignment and it due tommorow the mom can get on the sight and see little Jimmy is telling a story. The assignment was given last week. This will prevent the teacher from getting bad phone calls from angry moms.
Monday, February 2, 2009
The first thing that caught my attention was on page 86 about high stakes testing. This is something I am undecided about. Because on one hand yes you do need to test students to ensure that teachers are teaching and are not just there for a pay check. However, some students are bad tester and there for it appears the teacher did not do her job even if she did do it and did it well. Or you could have a student who is just if having a bad day and did not do well on the test because of outside reasons. I feel like there are too many variable to be truly accurate but I don’t have an alternate solution to offer.
The next section that made me raise and eye brow was on page 90 about classroom conversation. I do not know that I agree with asking students a bunch of questions while they are trying to work because it could be very distraction for the student that you are talking to as well as the other students sitting around that can hear you. It is different if you are asking probing question to help them solve a problem. This would help the student think through the problem and might help other students who are listening think about the problem in a different way. A teacher should just be careful to help and not to hinder in their actions.
Finally, I agreed with page 109 with the section on Student’s Self-Evaluation. I do believe that students should be involved in their own evaluation. If the students help and understand the evaluation process then it will be more real to them. If they help to decide on what great work is then they will have a better understanding of what is expected and will be more motivated to produce better work.
The next section that made me raise and eye brow was on page 90 about classroom conversation. I do not know that I agree with asking students a bunch of questions while they are trying to work because it could be very distraction for the student that you are talking to as well as the other students sitting around that can hear you. It is different if you are asking probing question to help them solve a problem. This would help the student think through the problem and might help other students who are listening think about the problem in a different way. A teacher should just be careful to help and not to hinder in their actions.
Finally, I agreed with page 109 with the section on Student’s Self-Evaluation. I do believe that students should be involved in their own evaluation. If the students help and understand the evaluation process then it will be more real to them. If they help to decide on what great work is then they will have a better understanding of what is expected and will be more motivated to produce better work.
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