Presentation is loading. Please wait.

Presentation is loading. Please wait.

Select a theme, topic or lesson that you wish to present to your class.Select a theme, topic or lesson that you wish to present to your class. Use Inspiration.

Similar presentations

Presentation on theme: "Select a theme, topic or lesson that you wish to present to your class.Select a theme, topic or lesson that you wish to present to your class. Use Inspiration."— Presentation transcript:



3 Select a theme, topic or lesson that you wish to present to your class.Select a theme, topic or lesson that you wish to present to your class. Use Inspiration to plan a Power Point presentation Create a Power Point presentation made of at least 4 slides.Create a Power Point presentation made of at least 4 slides. Today you will:

4  History / Social Sciences Standards History / Social Sciences Standards  Language Arts Standards Language Arts Standards  Mathematics Standards Mathematics Standards  Science Standards Science Standards  Art Standards Art Standards  Health Standards Health Standards

5 LOS ANGELES UNIFIED SCHOOL DISTRICT "Standards-Based Instruction Model" Instructions: Develop a "Standards-Based Instruction Model" describing what students will do during each of the components; begin with a verb explaining what the students will do during the culminating task, assessment, and instructional activities.  Title:  Selection:  Subject/Course:  Grade:  Developed By:  School:  Fax No.:  Cluster:  Standard(s) No(s):  E-Mail:  URL (include "http://")  What students should know and be able to do? Culminating Task/ Assignment What will individual students produce to demonstrate achievement of the standard(s)? Assessment What criteria will be used to evaluate/score students’ work/performance of the culminating task? Instructional Activities / Time What learning activities will students be involved in to acquire knowledge and skills to achieve the standard? How much (approximate) time will be required to complete each of the activities? Consider alternative strategies and modifications to promote equal access for all learners. Instructional Resources What materials, textbooks, supplies, documents, etc., will be required for each instructional activity?

6 HISTORY/SOCIAL SCIENCE Stanford Grade Four Upon completing grade four in the LAUSD, students will be able to:  Describe how California's physical environment influenced where people lived, their beliefs, their social organizations, and their work. LA, S  Compare and contrast the cultural characteristics and contributions of the American Indians of California with the diverse immigrant groups who came to California. LA  Describe why different groups of people have come and continue to come to California and the influence they have had and continue to have on California. S, M  Identify human and natural resources available to different people in California at different times and describe how these resources have influenced the choices people have made and continue to make, especially about the work that they do. S, M  Evaluate historical information reflecting a diversity of ideas, values, behaviors, and institutions, using multiple sources, in order to better understand history from different points of view. LA  Analyze and explain events, trends, issues, historical figures, and movements that have shaped the history of California. LA, S, M  Explain how the people of California have attempted to resolve the issues of justice, fairness, equity, personal responsibility, and civic responsibility. LA  Evaluate the role of representative government in the school, community, and state organizations. LA

7 LANGUAGE ARTS Standards Grade Three Upon completing grade three in the LAUSD, students will be able to:  Listen actively to gather information and respond appropriately. S, H  Demonstrate oral language skills of pace, volume, emphasis, pronunciation, audibility, and appropriate choice of words. S, H, M  Use various reading strategies such as phonics, pictorial contex, grammatical and contex clues to read with accuracy, fluency, and comprehension. S, H, M  Retell, make predictions, make inferences, and evaluate passages from culturally diverse literature and other reading materials. H  Use correct spelling, grammar, usage, sentence structure, capitalization, and punctuation for clarity in finished written products. S, H, M  Use a variety of writing processes including prewriting, drafting, evaluating, revising, editing, and publishing, with teacher assistance to develop and express ideas. S, H, M  Write in simple paragraph form, supporting a central idea with relevant facts and details for various purposes and audiences. S, H, M  Gather information for a report using sources such as interviews, questionnaires, computers, and library/multimedia centers. S, H, M  Identify conflicts and points of view in grade_appropriate literature and suggest solutions to similar problems in everyday situations. H NOTE: Students who are not proficient in English will receive instruction in English Language Development (ELD) on the basis of California ELD standards until they are able to participate in classes taught in English. While they are acquiring English, access to the above language arts standards and to the standards in other core disciplines will be provided in the students' primary languages when required.

8 MATHEMATICS Standards Grade Three Upon completing grade three in LAUSD, students will be able to:  Apply the basic operations (addition, subtraction, multiplication, and division) using whole numbers and simple fractions (halves, fourths); use rounding to the tens, hundreds, and thousands as an estimation strategy to check the reasonableness of results. S  Use appropriate non-standard and standard measurement systems and measurement tools (rulers, scales, thermometers, clocks, money, etc.) to estimate or directly measure length, capacity, weight, mass, area, volume, time, temperature, and monetary value. S  Express the appropriate operation symbols ( +, -, x, ÷, =, >, < ) and find missing numbers to make a true mathematical sentence; show how the basic arithmetic operations are related. S  Use the geometric concepts of space and form to construct, describe, and compare the properties of one-, two-, and three- dimensional figures such as line segments, circles, simple polygons, and solids. S  Create and use discrete structures such as sets, graphs, tables, and diagrams to find possible combinations and arrangements of countable items (for example, how many combinations of outfits are possible given three different shirts and three pairs of pants?) LA, S, H  Predict outcomes and perform simple experiments (such as with dice and spinners) to check if predicted outcomes are reasonable; identify possible strategies to increase or decrease the likelihood of a predicted outcome (such as a raffle drawing). S, H  Collect, organize, and interpret statistical data in charts, tables, and bar graphs; formulate and solve problems using data to make appropriate and useful decisions. LA, S, H  Select and use appropriate technology, such as calculators and computers with software models to solve problems; develop and apply strategies to solve problems and explain solutions using hands-on materials, trial and error, analysis of patterns and sequences, and arithmetic reasoning. H  Interpret and use logical statements that contain expressions such as "and," "or," "if... then," "all," "some," "none," "not," and "out of," to make reasonable inferences. LA, S, H  Make connections among mathematical concepts and relate them to concepts in other content areas and in daily life. S, H  Compare the use of various number systems (for example, Hindu-Arabic, Roman, tally, etc.) from different historical periods. LA, S, H  Use oral and written language, drawings, and mathematical symbols and terms to communicate understanding of mathematics. LA

9 SCIENCE Standards Grade Four Upon completing grade four in the LAUSD, students will be able to:  Make observations of weather, seasons, the sky, and physical features of the earth; describe how some events in nature have patterns, sequences, and relationships. (Earth Science) M  Identify and describe physical concepts of force, motion, and energy as demonstrated by the use of objects such as playground equipment and toys. (Physical Science) LA, M  Observe and describe the properties of matter and its changes in form; classify its forms into solid, liquid, and gas. (Chemistry) LA, M  Identify the characteristics of living things, including humans, and how they interact with each other, and ways they adapt to their changing environment. (Life Science) H  Ask questions and give reasonable explanations after observing, comparing and classifying objects, living things, and events in the world. (Scientific Thinking) H, LA, M  Communicate predictions, data, and conclusions about the natural and physical world using language, pictures, and graphs. (Communication) LA, M  Explore, observe, and classify living and nonliving things through both independent and team investigations. (Investigation) M  Use various tools to order, count, observe, and measure objects and events in the world. (Science Tools) M  Use concepts learned in life science, earth science, and physical science to make decisions about a school or local environmental issue such as preventing erosion, recycling, or air quality. (Applications and Connections) LA

10 ARTStandardsgrade four Upon completing grade four in the LAUSD, student will be able to:  Use appropriate dance, music, theatre, and visual arts terminology to explain personal preferences for specific examples of artistic expression. (Aesthetic valuing) LA  Identify a variety of works of art in dance, music, theatre, and visual arts from various cultures and historical periods; Determine the ways in which the works of art reflect people and places now and in the past. (Historical/cultural context) H, LA  Identify connections between the elements of dance, music, theatre, and visual arts, between an art form and other content areas, and between the arts and lifelong learning skills. (Connections, relations, applications) HE, H, LA, M, S  Dance: (artistic perception) explain the elements of time, space, and force in response to music, imagery, and feelings. M, s  Dance: (creative expression) create and demonstrate dance elements and skills in improvisation, student choreography, and established choreography. S  Music: (artistic perception) use a system of notation to read simple patterns of musical pitch and rhythm; Recognize the basic elements of melody, harmony, rhythm, form, tempo, dynamics, and tone color. M  Music: (creative expression) sing and play classroom instruments (e.G., Drums, maracas, tambourines, song bells) with accuracy; Compose and improvise simple rhythmic and melodic patterns and accompaniments. M  Theatre: (artistic perception) assume the role of objects, animals, or people and reproduce their sounds; Describe the mood, atmosphere, and sounds of a production and their impact on feelings. La, s  Theatre: (creative expression) create improvisational dramatizations that include plot, theme, character development, dialogue, sound, and visual aspects; Write or record the dialogue and situation. La  Visual arts: (artistic perception) identify the elements and principles of the visual arts as seen in the environment and in works of art. H, m, s  Visual arts: (creative expression) create original works of art in a variety of media (e.G., Drawing, painting, printmaking, modeling, construction, photography, and computer graphics), using a variety of techniques. M

11 HEALTH StandardsGrade Four Upon completing grade four in the LAUSD, students will be able to:  Recognize personal health habits that maintain and enhance health, particularly focusing on the changing needs of preadolescents and adolescents, such as practicing good personal hygiene and getting sufficient sleep and nutrients to meet the body's growth and repair needs. (Personal Health) LA, S  Judge the nutrient content of various foods and their contribution to health and nutrition using the USDA Food Guide. (Nutrition) M, S  Recognize major factors which influence human growth and use correct terminology for body parts* when describing preadolescent growth changes..(Individual Growth and Development) S  Identify behaviors that students can exhibit to support positive family interactions, such as listening to and following directions; following family rules; showing care, concern, and respect for family members; and using effective communication skills in nonviolent conflict resolution. (Family Living) H, LA  Identify the harmful effects of alcohol, tobacco, and other drugs and describe skills and behaviors that can be used to respond to social influences and pressures to use these substances. (Alcohol, Tobacco and Other Drugs) H, LA,  List behaviors that reduce the risk of disease and speed recovery from illness. (Communicable and Chronic Diseases) S  Name places for obtaining information about health-related services and products. (Consumer and Community Health) H  Review ways to minimize the risks of becoming involved in accidents, violence, and other potentially dangerous situations that result from one's own actions or the actions of others. (Injury Prevention and Safety) LA  Recognize and describe the effects of the environment on personal health. (Environmental Health) H, LA, S If human reproductive organs are included, permission of a parent or guardian must be obtained (Education Code,Section 51550).

12 Date: Subjects: Lesson Plan Health History Language Arts How to use this template 1. Enter class/ section and the date in the appropriate symbols. 2. Enter agenda items, assignments, activities, notes and so forth from your lesson plans into the subsymbols associated with each. 3. Add subsymbols as necessary using the Create tools. Benefits of using the Lesson Plan template Keeping lesson plans in this way allows for consistency and easy transfer of assignments into the Makeup Work and Substitute Lesson templates. It also provides a way for administrators to check and assimilate plans "at a glance." Materials Notes/ Evaluation Math Science Art Objectives


14 I live in the rain forest. I am very slow and have difficulty walking due to my huge claws. But I am a great swimmer ! a) JAGUARJAGUAR b) ANACONDAANACONDA c) SLOTHSLOTH d) HOWLER MONKEYHOWLER MONKEY

15 Scientific Name Alouatta caraya Size Howler monkeys range in size from 22 to 36 inches tall. Weight They weigh from 8 to 22 pounds. Description Only the male Black Howler Monkey is black.The female is lighter, so are their babies. Food They basically eat leaves but sometimes they eat fruits and even maggots. Habitat The Black Howler Monkey lives in the Rain Forests of southern Brazil. Other Facts The Black Howler Monkey lives in the canopy of the Rain Forests. They are mammals. They are a species of New World monkeys. The Black Howler Monkey is the largest primate in the New World. The Howler Monkey communicates by loud penetrating sounds.

16 Description: The jaguar is the only member of the genus Panthera (big cats) to be found in the Americas where it is considered the New World equivalent of the leopard. Its coat is basically yellowish-brown but can vary from almost white to black. Its back is marked with dark rosettes and the lower part of the tail is ringed with black. Jaguars weigh anywhere from 90-120 kg (males) and 60-90 kg (females). Habitat: Jaguar habitat requirements include dense cover (forest, brush, grass) water, and sufficient prey. In general, they occur in a wide variety of tropical habitats, ranging from montane forest and wet savannah to tropical rain forest and deciduous tropical forest. They are especially common near rivers, streams and lagoons and have been known to use roads and trails for travel and hunting. Diet: Although known to feed on large prey such as deer, tapir, and peccary, jaguars are opportunistic feeders often feeding on smaller animals, like capybara, sloths, armadillos, and fish. Threats to Survival: Threats to the jaguar include habitat loss, hunting, and development throughout their range. Hunting and export are still allowed in some Central American countries and restrictions in other countries are poorly enforced; even if hunting is prohibited. Loss of forest habitat is a major concern for the decline of the species as estimates of deforestation rates in Latin America are among the highest in the world.

17 Appearance: They have long gray or brown hair that blends in well with the surrounding environment, making it difficult for predators, such as the jaguar, to see them. This hair curves in the opposite direction of most other mammals: from the stomach to the back. Their hair is often covered with a coat of blue-green algae during the rainy season. This algae provides camouflage. They grow to a length of between one and a half and two and a half feet (in about 2 1/2 years). Their ancestor, the Giant Ground Sloth, which lived before the last ice age, reached the size of the modern elephant. Food and Drink: They eat leaves and buds. The two-toed species also eat twigs, fruits, and small prey. Their low rate of metabolism enables them to live on relatively little food. They do not have incisors and crop leaves with their hard lips. Their teeth grow continuously, as they are worn down by the grinding of their food. They don't drink but get their water from eating juicy leaves & licking dewdrops. Defense: They can defend themselves with sharp claws, but their main form of protection is their camouflage. Predators, beside people, include large snakes, harpy and other birds. Also, jaguars and ocelots are a danger when the sloth is on the ground. On the ground it pulls its body along because it can't walk on its feet. Surprisingly, sloths are good swimmers. What They Do Upside Down: They do most things upside down: eat, sleep (an average of 15 hours per day), mate, and give birth. Because of their upside down life, many of their internal organs (liver, stomach, spleen, pancreas) are in different positions from other mammals. Sloths sometimes let out a cry or hissing sound. Going to the Ground: During the rare times they go down to the ground (such as to change trees for food), they move along by dragging themselves by their hands. They can stand on their feet, but cannot walk on them.

18 Anaconda (snake), common name for large South American snakes of the boa family. Anacondas are among the largest and most powerful snakes in the world. The common anaconda is the longest snake in the western hemisphere and the heaviest snake in the world; a large adult may be 6 m (20 ft) long and weigh 107 kg (235 lb). Anacondas kill their prey by constriction or squeezing. The common anaconda inhabits the river systems of northern and Amazonian South America east of the Andes. The yellow anaconda is much smaller, usually not exceeding 3 to 4 m (10 to 13 ft), and lives in the river systems of southern South America. Female anacondas give birth to living young. Scientific classification: Anacondas belong to the family Boidae. There are four species, all in the genus Eunectes. The common anaconda is classified as Eunectes murinus, and the yellow anaconda as Eunectes notaeus.

Download ppt "Select a theme, topic or lesson that you wish to present to your class.Select a theme, topic or lesson that you wish to present to your class. Use Inspiration."

Similar presentations

Ads by Google