| 84 | THE STOCK MARKET GAME | Social Studies,Computer Science | 5,6,7,8,9,10,11,12 | http://teachersnetwork.org/teachnetnyc/chornik/Stock_Market_Criteria.htm | This unit provides five lessons for conducting a modified stock market game in your classroom. The lessons are titled: Determining Stock Market Criteria, Creating a Portfolio, Graphing Stocks, Graphing Stocks With A Spreadsheet, and Stock Statistics.
In Determining Stock Market Criteria, students learn about the concept of stocks and investment and the criteria for selecting of stocks. In Creating a Portfolio, students are shown how to keep track of the progress of their investments. In the two graphing lessons, students use both drawing application and spreadsheet application to create, read, and interpret stock progress on graphs. The Stock Statistics lessons provides opportunities for the students to find the range, mean, high, low, and use spreadsheet formulas for finding statistical information about their investments.
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| 85 | AUTHOR STUDY | LIterature,Computer,Science | 2,3,4 | http://www.teachersnetwork.org/teachnetnyc/chornik/authorstudy.htm | Students, in cooperative learning groups, read books written by Laura
Numeroff and analyze the author's style with the use of a semantic web. They
practice word processing skills using Write On Plus, Writing With Picture
Books. They follow a sequence map to create a story using the author's style
that they have studied. The story is illustrated and published as a book, or
presented as a computer slide show. |
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| 87 | Coming to America | English/Language Arts,Social Studies | 4,5,6,7,8 | http://www.teachersnetwork.org/teachnetnyc/chornik/america.htm | The purpose of the program is to develop research skills, writing skills, and
word processing skills, to develop concepts related to United States
immigration, and to cultivate an appreciation for the diversity of the
community. The topic of United States immigration was chosen as an activity
that articulates with the fourth grade social studies curriculum for United
States history, and the study of various people who immigrated to the United
States. |
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| 88 | What's on Earth is a Biome? | Science,Social Studies | 3,4,5 | http://www.teachersnetwork.org/teachnetnyc/bglasgold/biomes.htm | The purpose of this unit is for students to become familiar with the characteristics of
biomes, and to identify the different biomes on Earth. They will locate the regions
where the various biomes are located and will learn the vocabulary associated with
biomes. The students will use computer technology to research Earth's biomes,
locate the different biomes on Earth, and use various programs to map Earth's biome
regions.
One initial lesson would be to have the children research Earth's biomes on the
Internet. Using the links provided by the teacher, the students will be able to learn
Earth's seven biomes and to describe their abiotic (physical) characteristics. Next,
they will fill in a data table created on the computer, and then create a world map,
color keying the seven biomes onto the map. |
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| 89 | What Makes a Good Friend? | Social Studies, Science | | http://www.teachersnetwork.org/teachnetnyc/kaufman/friend.htm | n this project the students will become familiar with the term friend. They will
learn what they need to do and how they have to act in order to be a good
friend and have good friends. The teacher will read various books to the
children and have them describe ways in which the characters displayed
examples of the qualities of a good friend. These will be compared and
contrasted with other books dealing with the same theme. The children will
acquire the vocabulary needed to read some of these books on their own as
well as to use in their writing and speaking.
Students will use computer technology to create their own pictures of good
friends doing things together, to write stories, to make charts comparing and
contrasting characters in books, and perhaps use the Internet to make friends
in other schools around the city or country and show what they have learned
about friendship. One particular lesson would be to read the book Corduroy
by Don Freeman and to discuss how the characters Corduroy and Lisa were
good friends. Children would draw pictures of these two main characters
using KidPix, and list their qualities in a chart.
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| 90 | The Fascinating Moon Walk | Science,English/Language Arts | 5 | http://www.teachersnetwork.org/teachnetnyc/fcarroll/moonwalk.htm | To stimulate curiosity about space exploration on the
moon. Students will use the Internet to research the
astronauts' moon landing in 1969. |
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| 91 | What is astronomy? | English/Language Arts,Science | 5 | http://www.teachersnetwork.org/teachnetnyc/awoloshin/astronomy.htm | After reading the first three chapters of the novel Secret
of the Andes by Ann Nolan Clark, fifth- grade students
learn to analyze components of the solar system and
beyond, using the Internet for research on astronomy.
Teacher preparation steps include previewing Web
sites; limiting the focus of contents for students;
locating information on South America, life in the
Andes mountains, and Inca lifestyles and tradition;
reading Secret of the Andes in its entirety; and
obtaining information on astronomy.
Student activities include reading the first three
chapters of Secret of the Andes; discussing the Inca
tradition of worshipping the stars and the sun, relating
this information to their knowledge of astronomy,
brainstorming about astronomy, and creating a
semantic web. They search relevant Web sites, locate
information in Grolier's encyclopedia, input information
in databases, work in cooperative learning groups to
write informative reports, and create artistic
representations of researched topics using Kid Pix. A
student from each group will read their report and share
illustrations with the class.
Assessment methods include preparing a chart of facts
learned from Secret of the Andes, focus questions on
traditions linked to astronomy, reports from cooperative
learning groups, and a test on the subject of astronomy. |
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| 92 | The Census | Social Studies | 3,4,5,6,7,8 | http://www.teachersnetwork.org/teachnetnyc/bruszkowski/census1.htm | This lesson will teach students what the census is and why the 2000
census is important. To begin, paper is given to the students for a
fictional art project that will take place later in the day. Purposely
undercount the number of students so that not every child gets a sheet
of paper. When students realize that not every student received paper,
discuss how some people were "cheated" because not everyone was
counted. Then, discuss with students what a census is and why the
2000 census is important.
Have students do research on the census by going on-line to the U.S.
Census Bureau Web site at www.census.gov. Show the students a real
census form, and ask how many have seen and/or returned one. Again,
discuss why the census is important, and what would happen if there
were an undercount.
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| 93 | What type of home do you live in? | ESL,Social Studies | K,1,2,3,4,5 | http://www.teachersnetwork.org/teachnetnyc/mmcquade/homes.htm | The purpose of this lesson is to expose children to vocabulary and literature
related to homes, and to develop pride in being able to draw and describe
houses by hand and on the computer. Another goal is to develop mastery in
usage of this vocabulary related to their every day experiences.
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| 94 | Rain Forest Adventures | Science | 3,4,5 | http://www.teachersnetwork.org/IMSL/ps6/rainforest.htm | Tropical rain forests are fascinating places which captivate the learning
interests of all children. This interdisciplinary unit introduces students to the
geographic locations of the world's rain forests, the diversity of plants and
animals and their importance to the ecosystem, the products and resources
found in rain forests, and the ways people can help to preserve and protect
these environments. Through visits to the zoos in Manhattan and the Bronx,
students will have the opportunity to compare and contrast the Congo African
rain forest with the South American rain forest. Activities will include making
rain forest terrariums and studying growth of plant life in a simulated humid
environment; learning about food chains; creating the different layers of the
rain forest; and classifying the living creatures in each layer.
With Internet access, students will research the various animals and plant life
found in the two kinds of rain forest and develop mini-presentations using
HyperStudio and Inspiration. Visits will be captured through digital photos
and scanned into their multimedia projects. |
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| 95 | Oh, Canada! | Social Studies | 5 | http://www.teachersnetwork.org/IMSL/ps6/canada.htm | This unit will provide students with an overview of Canada through research
and map-making. A minimum of five one-hour sessions is needed to
complete this unit. Begin by generating a list from the students of what they
know about Canada (K-W-L model). Use names of cities/provinces to begin
a list of the 10 provinces and 3 territories. Students pair up and select a
territory or province to focus on (one per pair).
During the next four sessions, students will be researching their territory or
province and making one large map of Canada. For two sessions, one
member of the pair will be a map-maker and the other will be a researcher.
After two sessions, they will switch roles. Students will learn about types of
maps and select one to make (i.e. physical, political).
Researchers use CD-ROMs, the Internet, and books to find information. Their
research will be compiled and put onto information cards using PowerPoint,
Student Writing Center, or other word processing software. Map-makers
work together to create a large map of Canada (approximately 6' x 4').
Beginning with a simplified map of Canada, they will learn to divide it into
quadrants and utilize knowledge of latitude and longitude around the borders
to create the final map. Information cards for each territory or province will be
included with the map.
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| 96 | Flower Power | Science,Arts | 3,4,5,6 | http://www.teachersnetwork.org/IMSL/ps1/flowerpower/template.htm | This hands-on unit takes a discovery approach to the understanding of
flowers, their structures, how they reproduce, how they are classified, and
what conditions their seeds thrive in. This unit is aimed towards the upper
elementary grades (3-6) and should be conducted during late May into June
since most of the activities require the accessibility of flower specimens that
bloom this time of year for observations. As a result of this unit, students will
be able to name and locate flower structures, classify flowers through
observation of their structures, understand and appreciate the importance of
the pollination and fertilization process, and discover the environmental
conditions which affect the growth of plants. Students will also be using
different kinds of resources for exploration such as the computer and the
Internet. The teacher will be responsible for teaching students how to use the
these resources before conducting the unit. It is also recommended that
before a unit is started, that the teacher needs to gauge the knowledge
students already have about the subject, what they want to know and what
they learned through a discussion with the students as an introduction to the
unit.
Their responses should be charted on a KWL graphic organizer and
displayed in the classroom. As for the assessment piece, students will be
collecting observations work in a folder as well as keeping notes of what they
learned in a science journal. Note that the science journal is a place for
students to keep questions as well as observations. Reading them
periodically will not only assess what they know, but also what their interests
on the subject are. |
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| 97 | Discover the World of Machines | Science,General Elementary,ESL | pk,k | http://www.teachersnetwork.org/IMSL/machines/machines.htm | This curriculum unit is developed for the pre-kindergarten level, supporting
English as a Second Language learners. This unit is based on a thematic
approach to teaching and learning integrated with multiple discipline areas -
reading, writing, math, social studies, science, and technology. This unit
utilizes strategies that engage children in meaningful activities; help to
motivate children to acquire concepts, ask questions, and research
information; and provide opportunities for children to explore and develop
visual-spatial concepts and problem solving skills. Children are given
opportunities to explore various machines that we encounter in our every day
lives. They work with the computer using various software programs to draw
and build their own machine designs. They are also taught to use the digital
camera to capture their activities and creations.
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| 98 | Pen Pal Communities | Social Studies,Art,Technology,English/Language Arts | 2,3,4,5 | http://www.teachersnetwork.org/TeachNet/NewYork/Dissemnator/computaro_gioello.htm | Pen Pal Communities is a cross-curricular
program that helps students learn about other states
in the U.S. It integrates computer technology and
the Internet as a research tool with social studies,
geography, art, literature, and writing.
Second graders read Flat Stanley by Jeff Brown.
They analyze the main characters and discuss the
advantages and disadvantages of being flat.
They’re asked to imagine where they would travel if
they were flat enough to fit inside an envelope, and
what they would tell the people they met about their
community.
Children select the work center where they will
complete tasks such as puppet making, letter
writing, and creating a drawing of Flat Stanley that
can be mailed with their letter. Computer groups
are responsible for researching one topic about
their own community (with teacher assistance).
Topics are historical and recreational sites,
museums, and natural resources. Each student
turns this information into a report that is placed in a
packet with his/her letter and drawing of Flat
Stanley, class photos, and a request for information
about the community where the packet is sent.
During ongoing work sessions, students utilize
centers to edit, revise, and complete their work.
Those using the computer receive teacher
assistance in locating a school in a different state
where they will send their Flat Stanley package.
They address the envelope, locate the destination
on the U.S. map, and estimate its general region
(i.e., north or central U.S.).
As children receive responses, they share the
packages and discuss what they have learned
about each state, and create writing webs that will
later be used to make more reports. Children can
then write reports about their destination states
using Student Writing Center (or any word
processing program) and the information their Pen
Pal Community has sent them. Students compare
their own community to the ones they have received
information about.
As a culminating event, a "take-home package” is
made containing all of the materials received from
each "Pen Pal" state. The packages are taken
home each night by a different student to share the
information and letters with his/her family.
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| 99 | Ridgewood, New York - Now and Then | Social Studies | 3,4,5,6 | http://www.teachersnetwork.org/teachnetnyc/mwolf/ridgewood.htm | The students will be learning about the history of our town, located in the
borough of Queens in New York. We will be writing narrative accounts on
postcards about our town and sending them to classrooms around the
United States. We will be looking at what Ridgewood was like in the past,
and comparing it to Ridgewood as it is today. We will be referring to a series
of articles published by the Ridgewood Times (the local newspaper) that
highlight Ridgewood’s past. Students will be taking facts from these articles
and writing about them.
We will be talking walking trips around our town to see many of the changes
that have been taking place over the years. We will be sketching and
photographing buildings and comparing them to old photos.
In addition, we have decided to make a three-dimensional model of a
Ridgewood street using the photos and sketches.
We will be interviewing some longtime residents and teachers from the area.
The students will gain experience in collecting data and appreciating the
value of oral history. Each of these lessons will be used to construct our
website. |
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| 100 | Energy Transfer: The Movie | Science,Math | 3,4,5,6,7,8,9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/dfenner/energytransfer.htm | After a fourth grade energy transfer experiment, the students created a
spreadsheet and a corresponding chart to compare the the cooling of a hot
glass of water to the warming of a cold glass. Using Snapz Pro 2, the students
created a QuickTime movie that shows the students entering the data into the
spreadsheet and watching the chart change with each new entry. The
narration includes the students' observations of the experiment, their findings,
and the scientific principle behind the lesson. The movie is made on several
tracks. The students edit and combine the tracks into the final movie, using
QuickTime Pro. Editing mostly consists of cutting and pasting segments of
the movie tracks. Lastly, the students upload the movie onto the Web. |
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| 101 | Brochure Design | Art | 6,7,8 | http://www.teachersnetwork.org/teachnetnyc/dlufrano/brochure.htm | To design and create a brochure using the computer,
in order to explore how a brochure informs, educates,
and persuades the reader through the use of
typography and visuals. The computer helps facilitate
learning and understanding through the use of various
programs and the vast information it offers. |
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| 102 | Vincent van Gogh | English | 7 | http://www.teachersnetwork.org/teachnetnyc/llangsner/vincent.htm | 1. Students will use computer technology as a resource to learn about the
Post-Impressionist artist, Vincent van Gogh.
2. Students will analyze and interpret van Gogh's painting "The Starry Night".
3. Students will create a line drawing entitled "Scary Night". |
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| 103 | IMPRESSIONISM | Art,History,Fine Arts,English/Language Arts, Computer Science | 8 | http://www.teachersnetwork.org/teachnetnyc/llangsner/impress.htm | To become acquainted with the period of Impressionism,
students visit and research museum Web sites. They sketch
ideas for an original landscape painting in the Impressionist
style, exploring the various brushstrokes and color palettes
used by the Impressionists. The students then create their
paintings using ClarisWorks Draw & Paint programs. An
original student computer art gallery will be created. |
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| 104 | MONET | Art History,Fine Arts,English/Language Arts,Social Studies,Music | 8 | http://www.teachersnetwork.org/teachnetnyc/llangsner/monet.htm | In this program, students explore and appreciate the life
and work of Impressionist artist Claude Monet. They gather
information to write a biography on him and sketch an
original landscape in his style.
Teacher preparation steps include previewing appropriate
Web sites for the students to gain an understanding of
Impressionism and the work of Monet.
Student activities include viewing computer images of
works by Impressionist artists in order to understand this
period. The paintings are discussed and their unique and
distinguishing qualities are listed on the board. Using the
information gathered, each student writes a biography of
Monet and prepares a sketch for an Impressionistic
painting he/she will complete in class during a follow-up
lesson.
The students’ work is assessed by their participation in
discussions, as well as by their biographies and sketches.
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| 105 | Wake Up and Smell the Roses - Georgia O’Keeffe | Art History,Fine Arts,English/Language Arts | 7 | http://www.teachersnetwork.org/teachnetnyc/llangsner/okeefe.htm | Students create a watercolor painting in the style of Georgia
O'Keeffe and respond critically to a variety of her works displayed
on various Web sites.
Teacher preparation steps include researching Web sites on
Georgia O'Keeffe, gathering resource and reference materials,
acquiring prints and reproductions of the artist's work, and
gathering sample student artwork.
Student activities include reviewing and critiquing Web sites,
viewing and discussing a video documentary, and responding to
and analyze works of art by O'Keeffe.
The students’ work is assessed via reading comprehension
review questions, classroom discussion of the video presentation,
critiques of the artist's works, and through their watercolor
interpretations. |
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| 106 | A Mask For All Seasons | Arts,English/Language Arts | 8 | http://www.teachersnetwork.org/teachnetnyc/llangsner/mask.htm | Students create plaster craft masks to depict the four
seasons. By navigating various Web sites, they learn
about Renaissance artist Giuseppe Arcimboldo and
his "Season" series of floral faces. The students create
symbolism in their masks through the use of collage
materials.
Teacher preparation include locating appropriate Web
sites for reference, gathering visual resources, and
acquire Vivaldi's "Four Seasons" for musical
accompaniment while the students work.
Student activities include viewing and discussing the
"Web Gallery of Art" and Arcimboldo's paintings. They
brainstorm associations and phrases for the four
seasons, decide which season has the most appeal to
them, bring in materials to enhance the feeling of that
season, and create color studies for their masks. The
students apply plaster craft over plastic molds to create
the mask form. The masks are then sanded, painted,
and decorated. Finally, the students set up a showcase
of their work.
The students are assessed by participation in class
discussion, and through short quizzes, creative writing
assignments, and peer review and evaluation of work |
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| 107 | Egyptian Art: The Case of the Missing Mummy | Art,Social Studies | 6,7,8 | http://www.teachersnetwork.org/teachnetnyc/llangsner/egyptian.htm | Students will explore the art of Ancient Egypt and
creatively design an Egyptian Mummy Case, using the
art medium, papier-mâché.
1. To become acquainted with Egyptian Art, students
will use computer technology to view the renowned
collections of the Metropolitan Museum of Art in New
York City, and the Cairo Museum in Egypt.
2. Through class discussions and writing, students will
employ, analyze, and communicate their newly found
information.
3. Using this information and pictures, they will sketch
ideas for their mummy cases.
4. Papier-mâché technique, using plaster-craft, will be
demonstrated in class, and students will work in small
groups to create individual mummy cases |
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| 108 | The Fishbowl--Using Action Research to Meet Standards and Improve Class Discussions | Enlgish | 4,5,6,7,8,9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/mattwayne/actionres.htm | The new English Language Arts (ELA)
Standards require thoughtful and
critical discussion around reading and
writing. The action research process
allows students to investigate the
quality of their discussions and use this
research to set individual and class
goals to improve their conversations.
As its name implies, action research is a
process in which students collect data
about their learning and take action
based on what they have discovered.
Most importantly, the students are
responsible for their learning and engage
in critical thinking as they strive to meet
the ELA Standards.
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| 109 | Myth Makers | English/Language Arts,Social Studies,Technology | Middle School | http://www.teachersnetwork.org/TeachNet/NewYork/Dissemnator/Stacey_Obrien_Profile.htm | Myth Makers is a dynamic program that
encompasses all aspects of language arts: reading,
writing, listening, and speaking. Students begin their
mythological journey by listening to the Greek story of
Arachne, in which the goddess Athena turns a young
girl into a spider.
Through independent readings and collaborative
research, students identify a myth's basic
components, namely: gods or goddesses and an
explanation of how something came to be. Once
students learn how to identify myths, they use books,
multimedia encyclopedias, and the Internet to
continue on their mythological journey.
Students enhance their oral presentation and
technology skills by sharing research with the class.
Dressed as mythological figures, students "tell their
stories" to the class. Using props and costumes,
students dramatically share information about
worldwide myths and historical figures.
The final destination on their journey requires
students to incorporate their information about myths
into the writing process. As myth makers, students
use what they have learned as a springboard from
which they develop their own myths. Using acquired
knowledge and imagination, students create myths to
explain how something originated. The culminating
activity allows students to share their myths with each
other.
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| 110 | How Does Your Garden Grow? | Science,Social Studies | 6,7,8 | http://www.teachersnetwork.org/teachnetnyc/jdente/gardengrow.htm | "How Does Your Garden Grow?" is a unit that investigates plants, biomes,
and plant response to environmental change. The lessons are designed to
provoke curiosity, which is what makes children ask questions and search
for the answers. In the real world, much information comes from scientists
talking and sharing their ideas with each other. Through independent
assignments and group research, the children will experiment,
communicate their results to audiences and defend conclusions from peer
review.
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| 111 | A Self-Portrait - Collage | English | 7 | http://www.teachersnetwork.org/teachnetnyc/shea-bischoff/collage.htm | 1. Display self-portraits of several artists/photographers. How
are these pictures similar? Discuss use of a camera’s timer
to allow the photographer to enter the picture.
Demonstrate use of word processor to rotating groups.
Teacher advises as students search pictures and prepare
words to help describe themselves holistically. They should
be advised to include hobbies, favorites, personality trait, and
other symbols self-specific.
When students finish their cutting, gather all materials and
demonstrate collage techniques--successful use of color and
space, shape variations and effect dramatized by layout .
Pictures of non-self portrait related collages should be hung
around the room for students to model and/or glean ideas
from.
Final presentation collages upon completion - hang on wall for
all to see. |
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| 112 | Literary Valentines | English/Language Arts,Arts | 7,8,9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/shea-bischoff/valentines.htm |
1. Students engage in conversations and inquiry
concerning the traditions of Valentine's Day, the
composition of sentiments/ greetings, etc.
2. Students select characters from a literary work read
during the term.
3. Students compose, using the writing process, sentiments
to be placed in Literary Valentines .
4. Students design Valentine using technology, selecting
fonts, color and symbols appropriate to the creation of the
character's message.
5. Students create and publish the Valentines.
6. Students share projects with class and teacher. |
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| 113 | Middle School Print Shop | English/Language Arts,Technology | 5,6,7,8 | http://www.teachersnetwork.org/TeachNet/NewYork/Dissemnator/luis_torres_profile.htm | The two main components of The Middle School Print
Shop are graphic design and language arts. Students
work on various classroom projects and reports using
a variety of print and Internet sources. Standards
incorporated include reading and comprehending at
least four books on the same subject or by the same
author, reading aloud, participating in group meetings
and one-on-one conferences with the teacher,
preparing and delivering an individual presentation,
demonstrating a basic understanding of the rules of
the English language in written and oral work, and
analyzing and revising work to improve its clarity and
effectiveness.
Once students have completed the outline of their
report by creating a rough draft, it is time to make the
work look professional. From the graphics they
create themselves to the clip art found in various
computer programs, the students make their work
come to life using applications like HyperStudio,
PressWriter, and Claris Works.
As the year goes on, many major projects are
created. One project that incorporates literacy and
technology is the production of a monthly student
newspaper or newsletter for the school or individual
classes. This type of project enables students to be
creative, intuitive, and professional. The students also
create flyers as well as graduation items such as
programs and invitations. A computer and printer will
suffice, but it helps to have advanced technological
support. An optional component of The Middle
School Print Shop is the support staff. This is a group
of students that use their computer skills to assist
students in the program.
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| 114 | Celebrating Heroes: Creating Multimedia Interactive Biographies | English/Language Arts,Computer Technology | 4,5,6,7,8,9,10,11,12 | http://www.teachersnetwork.org/TeachNet/NewYork/Dissemnator/velez_shea.htm | This in-depth program presents valuable literacy and
technology experiences for students to explore the
lives of heroes who have contributed to humanity,
making the world a better place. In alignment with the
New Standards, this thematic, interdisciplinary
program has been designed to motivate young
adolescents to read, research and write thoughtfully,
for authentic audiences. Technology is used to
research information about hero-positive role models
using multiple electronic sources to supplement trade
books and other library materials. Students read,
summarize, synthesize notes utilizing computer
software, and finally, compose biographies using word
processing techniques. The biographies are
published in two formats, including: bound books that
are copyrighted by young authors, and multimedia,
interactive collective biographies that are group
presentations. These groups are formed
categorically. For example, a HyperStudio project
entitled “Space Explorers” may be designed by a
group off young authors who have selected subjects
such as: John Glenn, Neil Armstrong, and Christie
McAuliffe.
The media-enhanced stories of heroes’ lives
are published using video-clips, scanned
photographs, audio-clips and other artifacts of their
subjects’ lives. Exercising higher order thinking skills
and problem solving strategies, students engage in a
highly motivational experience that fosters literacy,
content knowledge and technological expertise. |
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| 115 | MONSTERS AND MYTHS: SCRIPTS / SCULPTS | English/Language Arts,Arts | 7,8,9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/shea-bischoff/monsters.htm | "Monsters & Myths: Scripts" is a comprehensive interdisciplinary unit pairing
English/Language Arts and the fine arts for intermediate school students. It is
a companion to "Monsters & Myths: Sculpts." The lessons introduce myths
from many cultures as a unique genre of literature. There are opportunities
for students to use critical thinking skills to compare and contrast mythic
tales, compare versions of the same story, and to respond to literature in
several forms. The culminating activity synthesizes learning from all aspects
of the unit, as students collaboratively create scripts based on stories they
have researched, using multiple resources, including the Internet. Their
dramatizations are performed, recorded, and celebrated at a unique festival
"fit for the gods."
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| 116 | CLOUDS - NOT JUST FOR RAINING | Science | 8,9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/cottrell/clouds.htm | This is a two week CAP (Contract Activity Package) about Clouds. The CAP
is a Dunn & Dunn idea about how to use various modalities in reaching
students.
There are four learning objectives. Each objective has a choice of four
different activities that are paired according to modality (visual, auditory,
kinesthetic, or tactile). In its ideal form, only 1 pair of activities is required;
however I chose to have my students complete two activities per objective (I
felt it would help to rely on more than one learning modality). |
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| 117 | Internet Search Skills 101 | English/Language Arts,Technology | 6,7,8,9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/cposer/searching.htm | The students will become familiar with computer and Internet jargon and
explore different types of searches. The students will perform a search with
and without Boolean search operators. They will learn how to make the most
of their searching time by being as specific as they can with their vocabulary. |
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| 118 | Recycle a Bicycle | Humanities,SocialStudies,LanguageArts,Math,Science | 6 | http://www.teachersnetwork.org/TeachNet/NewYork/Dissemnator/Lara_Goldstone_Profile.htm | In this interdisciplinary expeditionary learning
project, students study machines as used
today and in ancient civilizations. As they
investigate machines, they tinker with, take
apart, and build their own machines,
investigating and discussing questions that
come up along their “expedition.” Students
build a bike and create their own
accompanying bike manual using the
computer. After research and discussion of
their community, students then give the bike
and manual to someone in need.
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| 119 | The Talking Book A.R.T. Project: Integrating Art, Reading, and Technology | Art,English/Language Arts,Technology | 9,10,11,12 | http://www.teachersnetwork.org/TeachNet/NewYork/Dissemnator/Rebecca_Kaufman_Profile.htm | The Talking Book A.R.T. Project involves
literacy, art, and technology. Students revisit a
pleasant piece of childhood by reading the book
Goodnight Moon together. This book has a
soothing, rhythmic quality and is easy for students
to illustrate while also learning to use new
technologies like computers, scanners, video
cameras, and the software program Hyperstudio.
The students create original artwork using both
traditional (paper, crayons, etc.) and digital (the
tool and color palettes in Hyperstudio) materials.
The artwork is scanned into the Hyperstudio
computer program, which enables them to add
sound, graphics, rudimentary animation, and
video to a nonlinear arena, allowing the book to
“come alive.” Once the project is complete,
students can reread the book, this time using
Hyperstudio to hear it read aloud, or to watch
someone read it aloud on a video, and view their
own and their classmates' illustrations. This
project is a motivation tool to interest students in
reading, while they create art and learn to use
technology. It can also be a jumping-off point for
writing and illustrating their own books, as well as
having classmates videotape them reading
books, which can then be added to their own
project.
The Talking Book A.R.T. Project can be
carried out in any classroom with art supplies
(paper and crayons, markers, or paint) and
books from the school or public library. Access to
a computer with the Hyperstudio program and a
scanner (students will scan their artwork into the
computer) is also required so the books the
students create can "talk.” |
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| 120 | Travels With... | ESL | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/morey/hometown.htm | This project allows the students to design a book cover illustrating their
hometown or native country. This lesson is part of the Project Arts
program and involves team teaching with an art teacher. Because many
of these students don’t have clear memories of their native lands, the
Internet was used to find photos that provide a visual frame of reference
for their original homes. The book is titled Travels with (students name)
to (student's hometown or country. The students use a word processor to
design the title of their book. The title of the book is also written in English
and their native language. The students reinforce their English language
skills through a writing exercise that goes along with the book cover.
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| 121 | The Bleeding Edge | Arts,Technology | 6,7,8,9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/mmeisler/bleeding_edge.htm | The Bleeding Edge is an on-line zine that explores blood as a metaphor. Languages
and visual iconography are forms of cultural expression. Students can express their
own ideas about the impact of blood and circulation on our day-to-day vernacular
and thought patterns by contributing to www.thebleedingedge.org.
This on-line zine was created by 6 - 11th grade students who worked with their
digital art (Meryl Meisler) and foreign language (Francine LaPorte and Neisha White)
teachers to pre-plan their topics with storyboards and scripts and produce their
projects for the www. Contributions from other schools are welcome.
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| 122 | The Label Project | Arts,English/Language Arts | 8,9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/mmeisler/labels.htm | In THE LABEL PROJECT students, create their own digital
"self-portraits as "labels" and write labels (critical interpretive
responses) for work on display at a museum or gallery.
Technology was used to create the self-portraits, write critical
reviews of art work at a museum and to communicate with the
museum's curators.
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| 123 | Senescence of Ca10 (POH) 6 (OH) 2 - Documenting ourselves in the learning about aging process. | Arts,Science | 10 | http://www.teachersnetwork.org/teachnetnyc/mmeisler/aging.htm | Our 10th grade class explored connections of chemistry
and aging. Each student created a digital self-portrait
montage documenting themselves in the learning/aging
process.
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| 124 | Deep Research | Arts,English/Language Arts | 6,7,8,9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/mmeisler/deepresearch.htm | "Deep Research" Is a digital exploration of two worlds of
conspicuous silence – the New York Public Library and
the underwater world. These icons of conspicuous
silence and beauty are among our greatest resources at
risk. The viewer is engaged in an imaginary narrative that
explores issues of urbanization, access to information,
and environmental /quality of life concerns.
The students view "Deep Research" series by Meryl
Meisler. Follow-up activities can include discussion,
research and writing about the following: 1. Classify the
species of fish and coral in each picture; 2. Identify the
architectural details. Each student can create an
illustrated glossary of architectural terms and styles.
The Library depicted in the series is the Arts and
Humanities Branch on 42nd Street in NYC. Visit
http://www.nypl.org to find out: 1. When was the library
built? 2. Who were the major funders? 3. Who were the
architects? 4. Is it a public or private library? 5. What
reservoir was it built upon?
Write an imaginary narrative describing what is
going on in the picture.
What do you know about the mythical Atlantis? Find
the passage in Jules Verne’s "20,000 Leagues
Under The Sea" that describes Captain Nemo’s
tour of Atlantis.
Divide the class into small groups (3-4) to discuss the
following:
Digital media can archive books and make them
accessible via the internet; how will this effect the
need and function of schools and libraries?
Underpaid, and demoralized- NYC’s Librarians
and Public school teachers are leaving in record
numbers. Are real live/in person teachers and
Librarians replaceable by digital databases, and
virtual classrooms? Are institutions of learning
destined to sink? Why or why not?
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| 125 | Friendship | ESL,Foreign Language | 9,10 | http://www.teachersnetwork.org/teachnetnyc/lwang/friendship.htm | In this unit students will explore the meaning of friendship by seeking
answers to the following questions in the readings: Do friends need
to be alike, or can they be very different? Does it take time for a
friendship to grow, or can it happen quickly? Students will read the
play “Driving Miss Daisy” by Alfred Uhry and a real life story, “A
Brave Man lays His Life on the Line” by Joe Treen and S. Avery
Brown, Antoine de Saint-Exupery’s “The Fox” from The Little Prince
and listen to Paul Simon’s song, “Bridge Over Troubled Water.”
Students will explore related web sites to gather additional
information, and compose an essay with a controlling idea. |
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| 126 | Beginnings | ESL,English/Language Arts Language,Arts | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/lwang/beginnings.htm | Beginnings is a program about learning and sharing
immigrant experiences. Ninth-grade ESL students read
Adrienne Rich's poem “Prospective Immigrants, Please Note”
and Bette Lord's story “China's Little Ambassador.” The
students learn new vocabulary, idiomatic expressions, and
literary elements and techniques.
After reading about Rich's and Lord's immigrant experiences,
students go to Web sites provided by the teacher and learn
more about the authors. They then write a compare/contrast
essay in which they either write about the lives of the writers or
the themes and stylistic devices employed in their work.
The students are assessed using a teacher-designed rubric
which incorporates writing process and technology
integration. |
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| 127 | Un Samedi a Paris | Foreign Language | 11,12 | http://www.teachersnetwork.org/teachnetnyc/chuck/paris.htm | The aim of this learning experience is to provide a
learner-centered, performance-based lesson in which students
work cooperatively to plan a day of activities in Paris. Students
conduct research on the Internet using authentic French
materials, assemble information in a meaningful way via a
dialogue, and present their project to the class orally.
The students will alternate between the computer lab and the
classroom. The teacher will meet with groups throughout the unit
to ensure all members are on task and to answer any linguistic
or technical questions. Students are assessed individually by a
scoring rubric, which they see at the commencement of the
project thereby providing them with clear expectations. |
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| 128 | Les Brasseries de Paris | French,Computer Science | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/chuck/brasserie.htm | The objective of this learning experience is to provide
a learner-centered, performance-based lesson in
which students work cooperatively to review a site in
the target language, enhance reading and writing
skills as well as cultural knowledge, then create their
own web-based project. While students in this lesson
completed individual projects, they did work
cooperatively at many points to assist each other with
language or technical difficulties. The class split its
time between the computer lab and a traditional
classroom.
Students had already set up their own web pages and
begun compiling their writing web-folios, so they were
familiar with the technology component. I put all their
Internet assignments on my web page, so many
worked additional hours at home on these tasks. They
worked on grammar or reading comprehension sites
on their own, in preparation for the Regents exam,
and were also able to listen to French radio stations
with headphones in the lab. They all had key-pals in
Sweden, learning French, with whom they
corresponded regularly. This technology integration
was highly motivating to the students, and they were
exposed to more authentic documents and artifacts
than they would be in a regular classroom setting |
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| 129 | Let's Plan a Trip! | ESL,Computer Science | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/chuck/trip.htm | ELA Standards: Read and comprehend informational
materials, including public documents; produce a
written report with minimal errors, demonstrating an
understanding of the rules of English grammar;
analyze and subsequently revise work to clarify it or
make it more effective in communicating the intended
message or thought. |
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| 130 | Theatre for Teenagers in New York City | English/Language Arts,Theatre Arts | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/jvitulano/vitulano1.htm | The Theatre for Teenagers in New York City is part of an inter-high school
project called Virtual New York. ESL teachers from various high schools in
New York City are leading their students through the research, design, and
writing of a virtual travel guide to the City prepared specifically for
teenagers.
My students are working on the Theatre in New York City. It so happens
that we are actively studying drama in our class with representatives from
the program "Page to Stage", so we have a happy mingling of lessons;
theatre trips; electronic publishing all rolled together. |
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| 131 | Universal Studios' Roller Coasters | English/Language Arts,ESL | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/jvitulano/universal.htm | This unit was designed as part of a preparation for the second task of the
New York State Regents that requires the students to read an article and
review a type of graph or other graphic representation. Then they must
write a response to a ""Task"" that may be a letter, a report, or a speech to
an interested group. In the written response they must refer to both the
article and the graph. Of course, the unit will serve as an English Language
Arts learning experience on its own without the onus of teaching for the
test. As you will see, there are the required components of all English As A
Second Language lessons, i.e., oral warm up, conversation, oral
presentations, and so on. In addition, the subject of theme parks and roller
coasters was chosen as an American cultural topic for an immigrant
student population. However, the lessons may easily be modified for any
English Language Arts class including regular English Classes.
To begin, the lessons are centered around the information on roller
coasters on the Universal Studios website. The students will enjoy the
entertainment elements as well as the graphics. The tasks include reading
for information, graphing, drawing, writing, and editing.
So climb on board, hold on tight, scream your head off, and have fun!
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| 132 | A Trip to the Baseball Hall of Fame (Writing a Persuasive Letter) | English/Language Arts,ESL,Physical Education | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/jvitulano/baseball.htm | This program is designed to teach high school students some of the
rudimentary research skills needed to find information using the World
Wide Web. The goal of the research is to garner information about the
Baseball Hall of Fame in Cooperstown, New York to demonstrate that a
trip to that institution would be academically beneficial to the members of
the school's baseball team.
The various writing skills include the following elements of the writing
process: free-writing, drafting, sharing, editing, and publishing. It also
includes a writing exercise on writing from a different point of view, as the
students are required to respond to the drafts of the letters from the point of
view of the baseball coach.
One other specific writing activity that is included in this program is writing
a variety of conclusions to the letter. In this way student writers can practice
their virtuosity as much as they like.
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| 133 | Lance Armstrong - Tour de France | English/Language Arts,ESL,Social Studies | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/jvitulano/armstrong.htm | This program aims to enable students to be able to write an essay about
the triumphs and difficulties in the life of champion cyclist, Lance
Armstrong. As background to the final product, the students will read a New
York Times article about Lance Armstrong. In relation to the reading,
students will trace his route through France, and then create their own Tour
de_____ (students may choose a state in the United States). They also
draw a timeline of his life. A T-bar graphic organizer is included to
delineate the difficulties and triumphs.
This program offers many opportunities for teaching across the curricula of
English Language Arts and Global Studies. The graphic elements provide
opportunities to focus on multiple intelligences.
One example of an activity that goes with this program is the practice of
paraphrasing. Quotations are identified and the students are guided
through the process of paraphrasing. The thesaurus on the word
processing program will be used. There is also a handout with a variety of
words to use instead of the word "said". Finally, there is a lesson on peer
review which may also be facilitated by the use of e-mail in a wired
classroom. |
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| 134 | Graphing and Analyzing Our School's Attendance | Algebra,Statistics,Technology | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/fianni/attendanceproject.htm | This project will serve two main instructional purposes. First, it will create a
sense of community and will help students understand their school and the
community around them. Second, it is a great way to introduce major
concepts such as histograms, pie graphs, and many other statistical
concepts that sometimes seem totally abstract.
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| 135 | Mean, Medium, Mode | Math,Business | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/fianni/mean1.htm | This unit combines mathematics and technology to teach students how
to find the mean, median, and mode for a set of data.
Using the website http://forum.swarthmore.edu/,
students will define terms and find examples, as well as complete
practice exercises. They will then work cooperatively to analyze real
data from a variety of websites provided. To demonstrate mastery and
reinforce ELA performance objectives, they will explain the procedure to
a friend in an e-mail message. |
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| 136 | Best Fit Line | Math,Computer Science | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/fianni/bestfitline.htm | This unit combines mathematics and technology to teach students how to
find the line of best fit for a set of data, and to find the correlation coefficient
for a set of data.
Major emphasis is placed on process instead of results. Having the right
answer is great only when it is combined with a clear understanding of the
materials, and also when students are able to create connections to other
topics in the subject. |
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| 137 | The Leaning Tower of Pisa | Math,Computer Science | 10,11,12 | http://www.teachersnetwork.org/teachnetnyc/fianni/pisa.htm | 1. On the first day, students will work in the computer lab, searching the web
for the history of the Tower of Pisa. Searching for the history will make them
aware that the Tower exists, that it is real and tangible.
2. On the second day, students will be introduced to the mathematics
content.
3. Students will work in the classroom using the TI-83 graphing calculator.
4. Students will work in the computer lab using the Geometer’s Sketchpad
software.
5. Again, students will be in the computer lab using the Internet in order to
plan a trip to Italy. |
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| 138 | Creating A Poetry Web Site | English | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/pmaslow/poetry.htm | Using poems that illustrate the use of figurative language, tone, repetition,
imagery, and refrain, high school English students write short essays, first in
small groups and then by themselves. Afterwards, they answer questions on the
poem they have selected as their favorite and write about it. Along with the
poems, these essays make up the Favorite Poem classroom Web site.
Students scan the poems, and artwork can also be incorporated. Then they
compare and contrast their classroom site to a national Favorite Poem Web
site. There are also video and audio readings of some of the poems on the
national site. Students can also analyze and write about some of these poems.
Students are assessed by their comprehension of the poems’ content and the
literary devices used, as well as by the essays they write. |
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| 139 | HAVING OUR SAY | English | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/pmaslow/HAVING%20OUR%20SAY.htm | Using various hotlinks from a Web site, high school English students
read about the history of discrimination against African Americans in the
United States and examples of racist (or “Jim Crow”) laws. This provides
the background necessary for the book Having Our Say by Sarah and
Elizabeth Delany with Amy Hill Hearth. They then read primary
documents---oral history accounts of African Americans affected by
discriminatory laws. They also read speeches by famous African
Americans (such as W.E.B. Dubois) mentioned in the book and they
take notes and answer questions. In class, they write literary essays
individually and within groups. The students word-process their best
essays in the computer room and revise and edit before submitting them
to the class Web site at highwired.com/fklane/e201. On the site, students
can view the featured essays, which are chosen by their teacher.
Students also hand in a portfolio of their best essays, including all drafts,
and view the made-for-TV movie Having Our Say and write an essay
comparing it to the book.
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| 140 | INHERIT THE WIND | English | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/pmaslow/inheritthewind.htm | High school English students from grades nine through twelve explore the theory of evolution and read the highly relevant play “Inherit The Wind” and a series of articles and essays about the famous Scopes trial that centered around the right to teach evolution. They incorporate technology as they research the topic and write their own essays on whether evolution should be taught in school.
Students first read a New York City student’s published opinion on the 1999 Kansas law that banned evolution questions from state tests. They evaluate her essay and read a New York Times article about the Kansas law and other accounts of the Scopes trial from 1925. They take notes and write short essays on their opinions of the events. They also read an article outlining the conflict between religious faith and the theory of evolution. Again they take notes and write essays expressing their opinions. They read the play “Inherit The Wind” at home, and for each of the five scenes, they write an account using the point of view of one of the characters in the form of a letter to a friend or a diary entry. They also read the play in class and discuss issues raised and the literary devices the authors use in a play, which is a fictionalized account of the 1925 trial. Students write essays based on the play and choose five topics to research using the Internet.
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| 141 | Hot links for Student Journalists | English/Language Arts,Journalism | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/pmaslow/hotlinks.htm | Students go to the hot links page on the web and then choose other student articles to read from all over the country. Depending on what type of article, commentary or feature/news, the students evaluate the article using a worksheet. Usually, it takes a full class period for a student to find an article he or she is interested in, read and complete an evaluation. Students are allowed to work with a partner or in groups.
Another type of activity using the hot links is to do the contest from SSNB by going to www.straightscoop.org. The contest entry has to be a feature article published in the school paper and mailed to the contest by May 31. The site provides excellent ideas for articles and resources as well.
Other hot link sites included in the project actually instruct students how to write a certain kind of article. One site provides expert analysis of a current newspaper article.
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| 142 | Oral History Interview and Essay | English/Language Arts,Journalism | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/pmaslow/interview.htm | Students are given a handout on how to do an oral history interview and several lessons prepare them for this undertaking. Then, after they have interviewed an older relative or neighbor, they hand in their transcripts or notes (if they have no tape recorder) and learn how to write an essay from their notes or transcripts. New York City has an excellent contest, the PAL (Police Athletic League) "Stories My Grandparents Told Me." Many of the students enter their final drafts of their essays, and several have won awards. Copies of the winners' essays are posted on a link from this lesson for students to evaluate themselves.
First they read the essays of student winners. Then they read a transcript of an oral history interview which is posted on the Internet. There is also a link to another interview transcript -one on working women during World War II. Furthermore, there is a link on how to do an interview, which is also demonstrated in class, and the students practice with each other.
They post the second draft of their essays on a conference section of the class site on www.nicenet.org. Students then read each other's essays and post a comment or question to help the person whose essay they read to do revision or improve their essay. Students are allowed to say what they liked about the essay they read, ask questions and/or summarize the essay. These are methods of student peer response that are taught in the NYC Writing Project directed by Lehman College.
Students then post their final drafts in the document section of our nicenet.org class. Lastly, they evaluate a link to Georgia 8th graders who did a similar project. Students read these articles after they have finished their own final drafts to motivate them to post their own essays on our school web site with photographs of their relatives.
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| 143 | Romeo and Juliet: The Theme of Love in Literature and the Arts | ESL transitional | 10,11,12 | http://www.teachersnetwork.org/teachnetnyc/dpietraru/romeo.htm | Students do not read and write enough in their English classes because they do not relate to the materials and curricula presented. Literature is usually taught from an exterior and moralistic perspective. This program will present literature and the arts as students want it: as a vehicle for expression and cultural liberation.
The program will ask for students' active participation in the design and implementation of the unit. Lessons will be based on the collective consciousness of the classroom: activities, such as reading poetry, writing essays or viewing movies, will be based on student selection.
Additional goals:
to instill appreciation for literary and artistic masterpieces, arousing the imagination and creativity of the young reader.
to encourage students’ creation of literature and arts, such as short stories, poems, theatrical fragments, and artwork.
to integrate the presentation of literature and arts with the study of cultures and societies, within the understanding that tolerance and multiculturalism are the spirit of true art.
to teach the New York State English Regents’ tasks using literature and the arts. |
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| 144 | Darwin's Evolution | Biology,Living Environment | 9,10 | http://www.teachersnetwork.org/teachnetnyc/aanderson/darwin.htm | This unit deals with the Father of Evolution, his theories and the impact they have on us today. In this unit students will have the opportunity to see a well-crafted video on Darwin. This video is informative and only 30 minutes long. You feel for Darwin as he tries to find purpose to his life after the death of his beloved mother. It covers his life, voyage on the H.M.S. Beagle, formulation of his theories and their consequences on the world.
The students will also experience the Internet. They will be brought to sites full of interesting information where insight can be obtained and synthesized through PowerPoint work, as well as formal presentations. Creationism is brought out to balance Darwin’s Theories. It is current and apropos in a country of such diversity. Modern Theories will be seen with an in-class lab using the Hardy-Weinberg Law which refuted spontaneous generation. This adds reality by using the Scientific Method. The teacher may want to use only one or all of these lesson plans.
The concluding plan asks: "Life – How did it get here?" then proceeds to review, at the same time providing students the opportunity to explore Internet sites of interest on the topic
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| 145 | Presidential Decisions | Social Studies | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/gnewman/decisions.htm | Students will study four periods in American History when critical decisions were made by Presidents concerning wars within and wars with foreign foes. There are a number of overriding issues that go hand-in-hand with these crises, including the childhood of a president, the political climate at the time, the will of the American people, and the President's personal feelings and abilities. The following historical periods will be focused upon:
Slavery - Abraham Lincoln
W.W. I - Woodrow Wilson
W.W. II - Franklin D. Roosevelt
Post War World- Lyndon Johnson
Students will access the Internet to research the lives of these Presidents and to try to identify the reasons that these chief executives acted in the way that they did.
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| 146 | Exploring Careers Online-The Job Hunt | Business,Technology | 10,11,12 | http://www.teachersnetwork.org/teachnetnyc/ahorton/careers.htm | This learning experience will enable students to acquire career-specific technical knowledge and skills necessary to progress toward gainful employment. The teacher will familiarize students with the different search engines, subject directories, and web sites available to search for information on the world of work.
Students will use Internet resources to learn about how to apply for a job, how to key their application letter and resume, and tips on the interview process. They will also learn how to post their resume, cover letter, and employment application directly online, thus learning about the time-efficient changing nature of the workplace. As a culminating activity, they will present a mock-interview skit in class.
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| 147 | Women's History Month Exhibit | English/Language Arts,Technology,Arts | 9,10,11,12 | http://www.teachersnetwork.org/TeachNet/NewYork/Dissemnator/Lois_Stavsky_profile.htm | The Women's History Month Exhibit enables students to set up a multimedia gallery exhibit that includes writing, art, and photography. Students: 1) interview mothers, grandmothers, and other females who have played significant roles in their lives, 2) write and edit essays and poems based on these interviews, 3) take original photographs and scan existing photos, and 4) plan a gallery exhibit of essays, original artwork, and photos.
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| 148 | Arthur Miller, Drama, War Poetry | English | 11 | http://www.teachersnetwork.org/teachnetnyc/bwu/millerprofile.htm | The purpose of this unit is to familiarize students with Arthur Miller, author of the play “All My Sons,” and to introduce them to the major elements used in drama. The students are also exposed to the exploration of the theme of war in poetry. Based on the conclusion drawn from these poems, they discuss why Chris, one of the main characters in “All My Sons,” behaves the way he does, and how realistic they feel the portrayal of his character is. Their thoughts are shared with fellow classmates in the Web Discussion Forum.
Teacher preparation includes doing on-line research to find the best sites for war poetry & other documents on war, Arthur Miller, and drama, and linking these sites to the Web page for this unit. (Done for you in the companion web.) The teacher also must design study questions to lead students into the discussion of the topic.
Student activities include visiting a Web site to learn about Arthur Miller: who he is, what he has written, and his most significant works. They read poems written by war veterans and get a real sense of how people who have experienced war feel. They also read poems by Wilfred Owen and compare and contrast how he feels towards the same subject.
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| 149 | College Research and College Essay Writing | English | 12 | http://www.teachersnetwork.org/teachnetnyc/bwu/techprep.htm | The objectives of the project is to help students determine which college they should apply for based on their personal and academic background. The student will also learn how to write a college essay that can describe him/her.
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| 150 | Julius Caesar-The Historical Figure and the Character | English/Language Arts,Social Studies | 10,11 | http://www.teachersnetwork.org/teachnetnyc/bwu/caesar_profile.htm | While reading “Julius Caesar,” students learn about Shakespeare, his time, Elizabethan culture, and Shakespearean language. Students' learning is no longer limited by a teacher's knowledge. They can visit a virtual Globe Theater and learn about Roman history and related subjects. Students will also learn to critique others' work online and absorb what they read in the Internet and create their original work.
Teacher preparation steps include doing research online to several helpful Web sites that inform students of the history of ancient Rome and about Shakespeare and the Globe Theatre, and posting them on your Web site as resources for your students' research. Prepare questions that tap into the different levels of cognitive skills and ask the student to discuss online.
Student activities include visit Web sites and getting familiar with the history of ancient Rome, and visiting a virtual Globe Theater and reading background information about Shakespeare. They also publish their reactions to the play online.
A project can be designed to help assess the student's understanding, such as the analysis of a character or theme, or they can debate over issues raised in the play. After reading articles that critique “Julius Caesar” and allow them to see other people's perspectives on the play, the students can write responses to one or two of the articles and share them with the class online.
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| 151 | Women in Mathematics | Math | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/alee/women_in_math.htm | The purpose of this project is to introduce students to female mathematicians over the centuries and to acknowledge their contribution to mathematics. Students are also exposed to social and historical aspects math has in the world.
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| 152 | Flaming Weasels: The Perfect Sound | Math.Science | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/alee/flaming_weasels.htm | The project uses the concepts of algebra (formula) and physics (energy and resistance) to tackle a real-life problem (setting up a sound system). Students must be able to use the Internet to find the needed data as well as basic word processing programs to type the project.
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| 153 | Plate Tectonics | Science | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/ecolley/Plate_Tectonics.htm | Students learn geologic history and time, stratigraphic nomenclature, general plant and animal fossils of the periods, climatic conditions and the movement of the North American or Laurentia continental plate. Students learn how to read quickly through information from the Internet extracting the pertinent information to their project.
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| 154 | Forecast the National Weather | Science | 9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/ecolley/forecast.htm | Each students collects weather data from five locations within their chosen state. Weather station models are created from data. All station models are drawn onto a US wall map. Isobars are drawn and weather patterns are studied. Closed captioning is used for students' weather forecasts.
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| 155 | Posters For Victory | Social Studies | 10,11,12 | http://www.elfrank.com/ushistory/poster_project/profile.htm | The Internet is rich with primary source materials. This unit takes advantage of a collection of World War II posters aimed to support the war effort at home. Students are asked to participate in a variety of activities that build comprehension, written expression, communication, value judgments and technology skills.
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| 156 | Moving from Talking with Pictures to Speaking with Words and Sound | Special Education | k,1,2,3,4,5,6 | http://www.teachersnetwork.org/teachnetnyc/flammia/moving.htm | It often becomes obvious that a nonverbal student becomes frustrated when he/she wants to convey a message and the appropriate vocabulary is not available on his/her manual communication board(s). Also, the board(s) become limited in the amount of information they can convey when they are filled with pictures. Pictures are often used to convey only a single message. Words, on the other hand, can be strung together to form more complete sentences and complex thoughts, as well as enhance literacy skills. I find it absolutely necessary to move the student from pictures to words (or a combination of both) on manual communication boards to eventually an electronic voice output device. When the student is ready for a device that has voice output - a whole new world has opened up for them - they can now "speak" so others can hear them. While using manual communication boards, they have to make sure that they have the attention of a communicative partner focused on their board. This is not always easy to do, especially in a classroom. (Some electronic voice output devices have the ability to change the voice in order to match that of a speaking child the user's age as well as change to more mature voices as the student ages.)
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| 157 | HOLIDAY SHOPPING WITH THE NONVERBAL CHILD | Special Education | k,1,2,3,4,5,6 | http://www.teachersnetwork.org/teachnetnyc/flammia/shopping.htm | Holiday shopping can be frustrating for parents of a nonverbal child. This program teaches the nonverbal child about winter holidays from various cultures, while encouraging their powers of expression.
The teacher prepares a basic lesson about Christmas, Chanukah, Kwanzaa, and other ethnic/religious winter holidays, and about letter writing to Santa. Each student will receive a teacher-made letter to Santa. (If the student is unable to write, the teacher will fill in the answers.)
The teacher collects various catalogs that display high-interest items for the age group they are working with and makes a list of the corresponding Web sites and bookmarks them for easy access. The student is shown catalogs until attention is focused on an item, and is then asked if he/she likes the item. If the student says or nonverbally indicates yes, add it to a list. When the list is complete, bring the student to the computer and show him or her the corresponding Web site. Many items will be pictured in a thumbnail-size photo and will be enlarged when clicked on. The student then often shows more excitement.
The student will be presented with this same task for three consecutive sessions in order to determine accuracy and consistency of choices made. When this is determined, the list and a copy of the related Web sites will be sent home to parents.
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| 158 | Savoring Halloween with Graveyard Pizza | Special Education | k,1,2,3,4,5,6,7,8,9,10,11,12 | http://www.teachersnetwork.org/teachnetnyc/hanwit/halloween.htm | This unit is designed to help students learn about the community (including the grocery store), cooking, and Halloween. The recipe for this lesson is from the Internet and a pictorial shopping list and recipe and Halloween sheet were created on BoardMaker (graphics database containing Picture Communication Symbols).
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| 159 | Using Screen Shots in the Curriculum | Technology | k,1,2,3,4,5,6 | http://www.teachersnetwork.org/teachnetnyc/pakula/screenshts.htm | This is a computer lesson designed to be taught to teachers. The purpose of this lesson is to give teachers technology skills and tools which they can use to reinforce and enhance their lessons. Did you ever want to show someone on paper the steps that you used to create a document using a computer program? The easiest way is to take a computerized snapshot (aka screen shot) of a selected part of the image on the monitor depicting various stages, steps, or items revealed in the process. Such snapshots can be produced by using different utility programs or certain key commands on the Macintosh.
Screen shots can be used to create worksheets, homework, tests or other instructional materials. When an image on the monitor is composed of multiple objects, many children have a hard time focusing on just a single item. They can be over-stimulated by the visual complexity of the screen. By creating screen shots of specific objects, the teacher can isolate specific items upon which the child should focus. This helps the student to target his or her attention on one thing out of many.
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| 160 | Family Heirlooms | English/Language Arts,Art,Social Studies,Values Education | 7,8 | http://www.teachersnetwork.org/teachnetnyc/shea-bischoff/family.htm | This intergenerational project might be used in conjunction with grandparent's day or the Japanese holiday, "Respect for the Aged Day," which is celebrated in September.
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| 161 | The Old Man and the Sea | English | 9,10,11,12 | http://www.litstudies.com/manandsea/manandseacover.html | This two-session lesson will lead students to decide whether or not Hemingway was heroic himself just like most of his male characters he created by reading online biographical information about him . They will also share the relevant information about Hemingway by reading aloud the information they gathered to the class. Every student will take notes while listening. To demonstrate their understanding of this lesson, students will write an illustrative essay by using details and quotes from the notes. (This lesson is especially effective for teaching New Regents Task I skills to your students.)
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| 162 | Oedipus | English | 9,10,11,12 | http://www.litstudies.com/oedipus/oedipus.html | 1. The student will analyze the characteristics of literary genre-classical tragedy.
2.The student will explore the related themes in the play, i.e. fate vs character, blindness vs vision, truth vs illusion , Greek law vs. Roman (English) law ,etc.
3. The student will learn to argue for their point: what determines a person's life, fate or character?
4.To make thematic connections between contempory works and the classics.
5. To compare two works written in different time periods on the same theme or topic. |
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| 163 | Hamlet | English | 9,10,11,12 | http://www.litstudies.com/Hamletlessons/Hamlet.htm | Hamlet, Shakespeare, English |
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| 164 | Meteorology- Hows the Weather? | Science, Social Studies | 5 | http://www.teachersnetwork.org/teachnetnyc/bglasgold/bmglas.htm | Start the lesson by brainstorming "meteorology" for topics to be used for research from the World Wide Web. From these topics create a semantic web on the computer using SuperPrint. After a lengthy group discussion, students and teacher will decide on the topics to be included for the research database. Students will use a database program (like AppleWorks) to create their database. The teacher will do some research to locate on-line web sites that the students can go to gather this information. The teacher will link the web sites for the children's ease of use. The student, therefore, is using the Internet to access data, and using the computer, AppleWorks, to organize his/her data |
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| 168 | Junior Certificate Geometry | Mathematics | 9,10,11,12 | http://www.teachnet.ie/geometry.htm | The project uses a web site which is heavily dependent on Macromedia Flash to help Ordinary Level students with their Junior Certificate Geometry. The web site begins by introducing preliminary concepts and background facts that students need to understand the geometry. It goes on to demonstrate the truth of various theorems by using animation. A formal proof of these theorems then follows. |
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| 169 | Millennium Superheroes | Social Studies,Englisih | 5,6 | http://www.teachersnetwork.org/teachnetnyc/chornik/millenniumfp1.htm | In Millennium Superheroes, students brainstorm and synthesize ideas about what constitutes a real-life superhero. The students create a database with questions that pertain to what they want to find out about a hero of the new millennium and use the Internet to research the information needed to complete their databases. The databases are used to organize the information found during research so that a report can be written. A slide show can also be made from the information found.
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| 170 | The Tropical Rain Forest | Science,English/Language Arts | 3,4,5 | http://www.teachersnetwork.org/teachnetnyc/bglasgold/rainforest.htm | This unit contains a series of lessons to explore the ecosystem of the biome called the rain forest. It begins with an introduction to the rain forest. Students will brainstorm on a KWL chart what they know about the rain forest, what they want to learn, and finally we will fill in what they have learned at the end of the unit. Each lesson will include a vast amount of web sites where the students can gather all their information, and look at pictures, which will help explain all the facts and information they will need to learn to complete this unit.
The first lesson asks for them to describe where tropical rain forests are located, physical descriptions of a rain forest, and some examples of animal and plant life. All the lessons include vocabulary to go with each lesson, which they will research on-line at various websites. They will compare the rain forest to other biomes they have studied. They will learn the layers of the rain forest, and fill-in a database showing the physical characteristics, dominant plant and animal life for each layer. They will learn what a rain forest food chain, or web of life, is and they will create a food chain for the rain forest.
Finally, the students will be asked why the rain forest is
important to us and to all life on earth. In cooperative learning
groups, students will be broken up into four groups. Each group will research a different aspect of why the rain forest is important- climate, food products, house products, and medicines. Each group will make a book on their topic and share with the class. All work will be done on the computer and using the Internet. Activities will include making a rain forest terrarium and creating books, showing how plants transport water from their roots to their leaves, and showing decomposition.
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| 171 | The Cay: Creatures of the Coral Reef | Science,English/Language Arts | 4,5,6 | http://www.teachersnetwork.org/teachnetnyc/awoloshin/cay.htm | The purpose of this unit is to make a connection between science and literature. After reading the first five chapters of the novel The Cay, children will appreciate and be able to describe the physical characteristics of a coral reef, as well as describe and distinguish between the many living creatures found on the reef. The students will use computer technology to research the formation of coral reefs, their physical characteristics, and the plants and animals inhabiting them. Students will research reefs on the Internet. Using the links provided by the teacher, students will fill in a database and use the acquired information to write reports. Students will reproduce the living reef by using Apple Works.
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| 172 | Making Science/Literature Connections: El Guero | Science,English/Language Arts | 5 | http://www.teachersnetwork.org/teachnetnyc/awoloshin/elguero.htm | The purpose of this program is to make a connection between science and literature. After reading the first three chapters of the novel El Guero by Elizabeth Borton de Trevino, the students use computer technology to do research on the Internet about the gray whale, its physical characteristics, and its route of migration. Using the links provided by the teacher, they fill in a database and use the acquired information to write informative reports. The students will reproduce the information using Apple Works.
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| 173 | Digging Into the Past | Social Studies,Science | 5,6 | http://www.teachersnetwork.org/teachnetnyc/jmclaughlin/digging.htm | This is a series of lessons on the study of the earth's past, specifically through the study of fossils. Students will dig into a sample box of fossils (plastic) and observe their appearance and location in several layers of dirt. Prior to doing this they will have used the Internet to research the excavation process as well as viewed examples of fossils. Further activities include charting different geological eras in history, learning about endangered species, and writing a letter to Senator Clinton addressing the problem. |
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| 174 | Our Little Town | Social Studies,English/Language Arts | 1,2,3 | http://www.teachersnetwork.org/teachnetnyc/psicuranza/community.htm | Our Little Town is an outgrowth of the study of the community that is part of the second grade social studies curriculum. The study consists of learning the various aspects of the students' community, i.e., the places, residents and workers, and various landmarks. The intense study took place within the first three months of school, however, the community is always connected to the other social studies themes. In this program, the students take local walking tours and incorporate technology by using a digital camera to take photographs. In the classroom, the students use the computer to display these photographs. With the use of different software programs such as SimTown, the students create a visual map of the community as a culminating activity. The computers allow the students to display their own work in a unique and creative way.
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