Third Grade Science Instruction Plan
The Florida state standards for science education and knowledge achievements in the third grade essentially consist of background knowledge in all of the major branches of scientist inquiry and knowledge -- earth science, physical sciences, and life sciences (FDE 2010). This includes fundamental knowledge regarding the nature of matter and an introduction of types of matter, an understanding of energy and a knowledge of different objects that emit energy in the forms of heat and light and the basics of the energy life cycle amongst organisms on earth (FDE 2010). There are also numerous specific learning objectives identified in each of these and other areas of scientific knowledge that are defined by the state as necessary; the following lesson description touches on several of these areas (FDE 2010).
Earth in Space and Time
One popular way of introducing earth as it exists in space is through a discussion of the dynamic and mechanics of the solar system as a whole, and this can also prove highly engaging and enthusiasm-creating for many third grade students (TC 2010). The lesson will begin with a discussion of the enormous amount of time in which the universe, the solar system, and the earth have been developing and will then move onto describe...
Recent reviews of research on summer school show that high quality programs can make a difference in student learning (Harrington-Lueker, 2000). Results of the research point to programs that focus on corrective or accelerated learning have a positive consequence on student learning. There is significant evidence that summer school can help bring many struggling students up to grade level and prevents loss of learning with many others (Denton, 2001;
Size/Cooperative Learning & it's effects on participation Action Research Question Will cooperative learning have a significantly positive impact on smaller or larger classes? The purpose of this study was to investigate if cooperative learning will have a significantly positive impact on smaller or larger classes. In order to have valid results, I used both my largest and smallest classes as my sampling. I also incorporated a variety of teaching styles with cooperative
Students level of skills How students are relating to vocabulary usage Time segments in minutes Notes need help (more than 20% are unable to process) Students are spending more time working independently. Fewer students need assistance from teacher. A somewhat skilled (10-20% need some assistance from teacher) working independently (fewer than 10% need assistance from teacher Learning Styles used Time segments in minutes Notes Verbal/Linguistic Visual/Spatial Body/Kinesthetic Interpersonal Intrapersonal Musical Naturalistic Student Engagement Indicators - Make notes of overall impression of the lesson: Students Given Choices Give
They analyzed the data by sex, so that obesity rates for boys and girls could be separated out. Figure 1 shows the findings of their study. Figure 1. Increased Numbers of Overweight and Obese Children in Canada, 1981-1996 As can be seen from viewing Figure 1, the rates of obesity for boys are higher than for girls at these early ages. Tremblay and Willms suggest that "environmental" factors such as diet
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
Therefore, the most different variable in the study is the change in treatment, i.e. The doubling of class time. The following definitions are provided to ensure uniformity and understanding throughout this study. All definitions, not otherwise noted, have been developed by the researcher: AYP -- Adequate Yearly Progress refers to the state-stipulated percentage of students by subject (math/English) by demographic (race/socio-economic strata) that must pass the HSPA. Schools that do not
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