After viewing each fractal, jot down what it reminds you of. Explore for pattern and similarity to things of a different scale, either larger or smaller. We'll share these ideas at the end of the lesson.
Next, browse other parts of the Fractal of the Day site and view African Fractals:

http://www.rpi.edu/~eglash/eglash.dir/fsketch.htm

Make notes of observations that impress you or may be interesting to others.

Assessment:

Discuss and analyze the Fractals of the Day and other web sites students visited. Compile a chart on butcher paper recording student responses to fractals of the day. What conclusions can be drawn from this data? Students respond at the bottom of their paper and turn in their work for teacher comments.

Closure:

Be aware of fractal possibilities as you go about your normal school and after school activities. It is possible to talk about them mathematically. Come to class tomorrow with your observations. We'll be learning more about fractals…...

Start by stacking six shoeboxes together, with three on top of one another in the back, two more stacked next to them, and the last one in front. This should create a mountain-like foundation to build from. Next, after crumpling newspaper into different sized shapes meant to resemble a mountains rocky texture, glue these to your shoebox foundation. You can paint the assembled mountain brown or grey to look more realistic, with green for trees making a nice touch. Next, carefully cut a cardboard paper towel roll in half to create a slide-like feature, and wedge the slide in between the newspaper crumples to create the waterfall. This can be painted blue to resemble a real waterfalls path through a mountainside, and if you use toilet paper rolls instead of paper towel rolls, you can make the river wind its way down more realistically. After placing a plastic bucket…...

Red Fern Grows. Need 7th - 8th grade level. Introduction caputre attention audience a striking statement. Close instroduction a statment lesson learned. Body short consise summary including main points key events.
here the Red Fern Grows

"here the Red Fern Grows" is children's literature that can also appeal to an adult public through the complex feelings that it puts across. This book tells us more about life, honesty, and determination. Even with the fact that one might be inclined to believe that is only meant to address a underage audience, the book contains elements that can seem appealing for a more mature public that is able to understand the protagonist's sentiments and that can identify with him in regard to having flashbacks from childhood. The book puts across feelings related to determination and hard work, given that the main characters in it can virtually be considered role models.

The book starts with…...

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Works cited

Rawls, Wilson, "Where the Red Fern Grows," Doubleday, 1961.

8th Grade: Readers Cinema
Standard:

The students will utilize and identify tone that is steady with the sentence type. (Content)

The students will identify words that are being mentioned. (Content)

The students will learn how to be thoughtful of others. (Process)

The objective of this task is to have the students complete a reader's cinema with the class in front of the camera that will film them using video. The video that will be used can be from a regular cell phone or it can be from some kind of a camcorder. Before this takes place, the students will have done no less than four run-throughs as a class performing on the characteristics of eloquence. We have completed workshops that help students recognize words that produce tone and natural breaks in sentences to make sentence flow. For instance, the teacher will have the students to circle particular words in their lines to highlight that…...

New Vocabulary Terms to review: ethanol, corn stover, hydrolysis, cellulose, hemicellulose, carbohydrates, polysaccharide, starch, saccharide, glucose, enzyme, salivary amylase, cellulose, colorimeter, cuvette, concentration, absorbance, wavelength, nanometer, fermentation, renewable resource, non-renewable resource

National Standards Met:

Science Content Standards: 8-12

CONTENT STANAR A: Science as Inquiry As a result of activities in grades 8-12, all students should develop: 1) Abilities necessary to do scientific inquiry, 2) Understandings about scientific inquiry

CONTENT STANAR B: Physical Science As a result of their activities in grades 8-12, all students should develop an understanding of: 1) Structure of atoms, 2) Structures and of properties in matter, 3) Chemical reactions

CONTENT STANAR C: Life Science- 1) understanding of the cell

CONTENT STANAR E: Science and Technology -As a result of their activities in grades 8-12, all students should develop: 1) Abilities of technological design, 2) Understandings about science and technology

CONTENT STANAR F: Science in Personal and Social Perspectives As a result of activities…...

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Design for Degradation - Chemical products should be designed so that at the end of their function they break down into innocuous degradation products and do not persist in the environment.

Real-time analysis for Pollution Prevention - Analytical methodologies need to be further developed to allow for real-time, in-process monitoring and control prior to the formation of hazardous substances (The Twelve Principles of Green Chemistry, 2010).

Teacher Prep: This module focuses on the production of sugar (glucose and maltose) from cornstarch. The lesson is inquiry based, and is well set for inclusion into the curriculum for chemistry, biology (ecology), or basic physical science. The first lesson from this module relates glucose production from cornstarch to ethanol fuel production from corn stover. Another lesson uses a calculator-based colorimeter interface from the Vernier Company to quantify the hydrolysis of starch to sugar by salivary amylase. In this lesson saliva is added to a starch solution containing a couple of drops of iodine. Light initially doesn't pass through this solution. If the absorption decreases after the addition of the saliva, this means more light is passing through and the starch is being hydrolyzed (broken down into maltose and glucose). The third lesson again uses colorimetry but

Teaching Unit for an 8th-Grade Language Arts and Literature Class
Contextual Factors

Community, District, and School Factors

Classroom Factors

Student Characteristics

Learning Goals and Objectives

Pre-Assessments Aligned with Learning Goals and Objectives

Evaluation of Pre- and Post-Assessments

Criteria Used to Measure Student Performance for Learning Goals

Plan for Formative Assessment to Gauge Student Progress

Design for Instruction

Explanation of Selected Activities: No. 1.

How Content Relates to Instructional Goal(s) and b.

How the Activity Stems from Pre-Assessment Information and Instructional Context

Materials and Technology Required to Implement

the Activity

d.

Plan for Assessment of Student Learning During

and/or Following the Activity

Explanation of Selected Activities: No. 2.

a.

How Content Relates to Instructional Goal(s) and Objective(s)

b.

How the Activity Stems from Pre-Assessment Information and Instructional Context

c.

Materials and Technology Required to Implement

the Activity

d.

Plan for Assessment of Student Learning During

and/or Following the Activity

Instructional Decision-Making

Analysis of Learning Results

Entire Class

Subgroups

Individuals

Reflection and Self-Evaluation

Developing a Comprehensive Teaching Unit for an 8th-Grade Language Arts and Literature Class

Introduction

According to Dorn and Sabol (2004), much of the national educational reform…...

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Works Cited

Dorn, Charles M., Stanley S. Madeja and F. Robert Sabol. Assessing Expressive Learning: A

Practical Guide for Teacher-Directed, Authentic Assessment in K-12 Visual Arts

Education. Mahwah, NJ: Lawrence Erlbaum Associates, 2004.

Oklahoma Teacher Work Sample Assignment. (2003, March 11). Oklahoma Higher Education.

Going beyond this, Benjamin is talented in many other areas as well, which is testament to his exceptionalism. He was a team leader during the 2009 World Robot Olympiad, representing Taipei City and Taipei County. He demonstrated outstanding leadership and I felt that they took a very creative approach to problem-solving. Although they did not win, I found their effort to be truly special.

He is also a swimmer, and takes the same dedication to that pastime as to all of his other endeavors. He performs all four disciplines -- freestyle, backstroke, butterfly and breaststroke -- which I feel suits his character very well. He is just an incredibly well-rounded young man.

Each year in September we hold what is known as a "Basic Competency Test" for all 8th grade students who are entering high schools here in Taiwan. Benjamin scored 99% on this exam. He has already been accepted into the…...

SPD- Cross-Curricular Unit PlanDirections: Select the level you are most interested in teaching and develop a five-day cross-curricular unit plan (math, science, or social studies) for the students in the class based upon grade level literacy standards. The unit plan should include the following: eading, writing, and speaking and listening standards appropriate for the selected grade. Cross-curricular standards (math, science, or social studies) appropriate for the selected grade. Critical thinking and problem-solving skills.Section 1: Instructional PlanningGrade Level: 8th GradeContent Area: Social Studies (integration with ELA)Unit Title: Cultural Narratives: Exploring our Histories and StoriesLesson Titles: Provide a title of each lesson in the unit.Lesson Summaries: Write 1-2 sentences that summarize each lesson and identify the central focus based on the content and skills you are teaching.Lesson 1: \\\"Understanding Our oots\\\"Students will explore the diverse backgrounds present in the U.S., reading short stories from various authors.Lesson 2: \\\"Historical Events and Personal Narratives\\\"Look…...

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ReferencesProctor, C. P., Silverman, R. D., Harring, J. R., Jones, R. L., & Hartranft, A. M. (2020). Teaching bilingual learners: Effects of a language?based reading intervention on academic language and reading comprehension in grades 4 and 5. Reading Research Quarterly, 55(1), 95-122.Saydakhmetova, D. (2020). Teaching Russian as a foreign language through stories. European Journal of Research and Reflection in Educational Sciences Vol, 8(5).Sun, L. (2017). Critical Encounters in a Middle School English Language Arts Classroom: Using Graphic Novels to Teach Critical Thinking & Reading for Peace Education. Multicultural Education, 25(1), 22-28.© 2022. Grand Canyon University. All Rights Reserved.

According to the Kohlberg theory, the post-conventional level is when a person develops social contract orientation and becomes principled. I believe I felt that I owed society an obligation to work and try to make it better, so I sought public welfare work (Fowler, p. 56).

Eventually, a better job opportunity came to me in the form of a state job in the Department of Youth and Family Services, so I decided to leave the school system. I transferred from my city job and was able work in my chosen field. Between working there and at Families Matter, New Jersey, I learned quite a bit. I would spend hours with parents who did not have the skills to help themselves and children who were in crisis. This motivated me even more to finish my bachelor's degree. This experience made me realize how lucky I was to have supportive family and friends,…...

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References

Colby, a and Kohlberg, L. (1987). The Measurement of Moral Judgment, Vol 2. Standard Issue Scoring Manual. Cambridge University Press.

Fowler, J.T., Hennesey, T. (ed.) (1976) "Stages in faith: the structural developmental approach," Values and Moral Development. New York: Paulist Press.

Harder, a.F. (2002). The developmental stages of Erik Erikson. Learning Place Online.com. Retrieved August 8, 2007 at  http://www.learningplaceonline.com/stages/organize/Erikson.htm .

Kohlberg, Lawrence (1973). "The claim to moral adequacy of a highest stage of moral judgment." Journal of Philosophy. 70: 630-646.

Allington's Strategies of Designing Research-Based Programs applied to a math classroom
hy can't Johnny -- or Jane, to be politically correct -- read at a grade-appropriate level? Educators have attempted to answer and remedy this question for years. In Chapter 3 of his book hat Really Matters for Struggling Readers: Designing Research-Based Programs (Longman, 2001) Richard Allington attempts to provide, concrete advice to help teachers select age and ability appropriate reading materials for their classroom and suggestions as to how to create an atmosphere conducive to reading progress for all individual students. However, an often equally vexing problem is why students struggle with mathematics -- in other words, why can't Johnny and Jane add?

Specifically, when confronted with a group of 7th and 8th grade students, a grade where students of varying abilities are often still mixed together before being 'tracked' in high school, what strategies should a teacher employ? Allington…...

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Work Cited

Allington, Richard. (2001) What Really Matters for Struggling Readers: Designing Research-Based Programs. New York: Longman.

Stocks Quest. (2004) Online middle school stock market educational game. Retrieved 28 Jan 2005 at http://investsmart.coe.uga.edu/C001759/stocksquest/mystocks.htm

Overall, the classes were uneven in their approach. In part of the class, they were very traditional and used lecture style. In other parts of the class, they freely allowed participation among students. For example, one teacher, despite the fact that he is more disciplined with the students, uses comparisons when explaining the concepts and refers to book when giving examples on the board. The class is quiet during a short lecture. Afterwards, the notes are left on the board and the students are asked to take notes. A special student lays head on desk and asks no questions and takes no notes. However, the teacher does the first part of the homework together with the students, which is a quasi-Vygotsky approach. He does ask the students in this class more questions individually than the other class and helps this class a lot more on homework, which is also a…...

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References:

Bransford, John, Brown, Ann, and Cocking, Rodney (Eds). Brain, Mind, Experience and School. Washington, DC: National Academy Press, 1999.

Chang, Kuo-En, Sung, Yao-Ting and Chen, Ine-Dai the effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education (2002). 71.1, 5-23.

Hartman, H. Scaffolding & Cooperative Learning. Human Learning and Instruction (pp. 23-69). New York: City College of City University of New York, 2002.

McKenzie, Jamie. Scaffolding for Success. Beyond Technology, Questioning, Research and the Information Literate School Community. Bloomington, in: Indiana University Press, 2000.

Discussion -- Textbook approach gives a great deal of theory; value of the article is in taking the material and applying it to situations that are relevant to one's current profession and/or understanding different approaches to conflict.

Review -- the Million Clinical Multiaxial Inventory (MCMI) - the MCMI is a psychological assessment tool that was written to provide information on psychopathology including specifics outlined in the DSM-IV. It is intended for adults over 18 who have at least an 8th grade reading level and who are seeking mental health services. The test was actually developed and standardizes on clinical populations in psychiatric hospitals or individuals with current existing mental health issues. The authors are quite specific about it not being used with the general population or with adolescents, as values will likely not be appropriate for extrapolation (Pearson, 2012).

History -- Published in 1977 by Theodore Millon based on his 1969 book…...

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WORKS CITED

Million, T., et.al. (2006). MCMI-III Manual. Minneapolis, MN: Pearson.

Pearson Educational Services. (2012). The Million Clinical Multiaxial Inventory III.

Retrieved from:  http://www.pearsonassessments.com/pai/ca/research/resources/faqs/MCMI-III_FAQs 

Widiger, T., et.al. (1985). The MCMI and DSM-III. Journal of Personality Assessment.

general education SDAIE or Sheltered English lesson plan based on the approach described in the course Writing Effective Lesson Plan textbook in a content area of history based on both the California English Language Art Standards and English Language Development standards. This paper states appropriate goals and objectives, objectives, outcomes, rationale, describe content presentation methods, instructional strategies, learning activities, technology, assessment techniques and teaching materials.
Class Description

The lesson is for an 8th grade class of world history at the ABC School. There are a total of thirty students in the class and their ages range from 13-14 years. According to the information that has been provided by the cooperating teacher there are four are English learners in the class, three are re-designated English learners while two of the students have IEP's, from among these two one has auditory memory issues and the other has ADHD.

Class Background

All the students took the…...

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References

Crawford, A.N. (2005). Communicative approaches to second language acquisition: From oral language development into the core curriculum and L2 literacy. In C.F. Leyba (ed.) Schooling and language minority students: A theoretical framework 3rd Edition (pp. 65117). Los Angeles, CA. Evaluation, Dissemination and Assessment Center, California State University, Los Angeles.

Cummins, J. (2005). Teaching the language of academic success: A framework for school-based language policies. In C.F. Leyba (ed.) Schooling and language minority students: A theoretical framework 3rd edition (pp. 3-31). Los Angeles, CA. Evaluation, Dissemination and Assessment Center, California State University, Los Angeles.

Echevarria, A., Graves, A. (2007). Sheltered content instruction: Teaching English language learners with diverse abilities. Boston, MA. Allyn and Bacon.

Genzuk, M. (2011). Specially designed academic instruction in English (SDAIE) for language minority students. Center for Multilingual, Multicultural Research Digital Papers Series. Center for Multilingual, Multicultural Research, University of Southern California. Retrieved from  http://www.usc.edu/dept/education/CMMR/DigitalPapers/SDAIE_Genzuk.pdf

eview two separate Internet resources. In a separate document, write two or three paragraphs, per source, evaluating the resource by at least three of the following standards: age-appropriateness, the accuracy of the content, usability of the resource in the classroom, and the accommodation of different learning styles. Cite the resources you evaluated. http://www.scienceu.com/geometry/classroom/buildicosa/index.html
This resource is very good for my lesson plan because it focuses on engaging students in the actual properties of a polygon. It is age appropriate at the 8th grade level for several reasons. First it is a very sophisticated project in that the instructions for constructing this polygon is complex, therefore it takes high cognitive skills in order to build such a project. It is ambitious enough that the entire class is engaged and that at this grade level students will have enough knowledge to be both challenged in its construction while still feeling that they…...

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Resources section of the template in APA format.

Another lesson to be learned is the importance of reflective thinking, in which teachers and students reflect on their actions (Griffin, 2003). eflective thinking is particularly important as it ensures that people learn from their behavior, and it endows them with heightened self-awareness. For example, through reflective thinking the teachers in each of the critical incidents would understand the importance of using positive reinforcement, which has been shown to alleviate many disciplinary issues (Tulley and Chu, 1995).

Another lesson is that in addition to open communication, there must be collaborative interaction between students and teachers whereby they engage in a continuous and mutually supportive dialogue (Neale et al., 2000). Collaborative interaction resembles open communication, but is grounded in action rather than just dialogue. Implementing collaborative action would ensure that the needs of the intellectually curious students (the student in the United States history class and the one in the 8th grade…...

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References

Griffin, M.L. (2003). Using critical incidents to promote and assess reflective thinking in preservice teachers. Reflective Practice: International and Multidisciplinary Perspectives, 4(2), 207-220.

Neale, D.C., et al. (2000). Collaborative critical incident development. Proceedings of the Human Factors and Ergonomics Annual Meeting, 44(37), 598-601.

Tulley, M., & Chu, L.H. (1995). Student teachers and classroom discipline. The Journal of Education Research, 88(3), 164-171.

Watts, M., et al. (1997). Prompting teachers' constructive reflection: Pupils' questions as critical incidents. International Journal of Science Education, 19(9), 1025-1037.