Disney World 3 rd Grade Interdisciplinary Unit Amie Sallese University of St. Francis Education 385 Professor Evans Spring 2012.

Disney World 3 rd Grade Interdisciplinary Unit Amie Sallese University of St. Francis Education 385 Professor Evans Spring 2012

Disney World Art/ Music Physical Education/ Health Language Arts/ Reading Social Studies Science Math Creating people from countries Writing about country Invitations for other classrooms Calculating distance Budget trip Animals species animal habitats Locate the countries Customs of the countries Staying healthy Organic Food made in Disney

Benchmarks Language Arts/Reading _ 1.C.2d summarize and make generalizations from content and relate to purpose of material (Lesson Plan’s 9, 11) _ 2.B.2a respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts (Lesson Plan 5) – 3.A.2 write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation. (Lesson Plan’s 1, 4) – 3.B.2a generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting (Lesson Plan 5) – 4.A.2b ask and respond to questions related to oral presentations and messages in small and large group settings (Lesson Plan 4) – 5.C.2b prepare and deliver oral presentations based on inquiry and research (Lesson Plan 10) Mathematics – 6.B.2 solve one and two step problems involving whole numbers, fractions and decimals using addition, subtraction, multiplication and division. (Lesson Plan’s 1, 2) – 7.A.2b solve addition, subtraction, multiplication and division problems using currency (Lesson Plan 4) – 8.D.2 solve linear equations involving whole numbers (Lesson Plan 8) Science – 11.A,2a formulate questions on a specific science topic and choose the steps needed to answer the questions. (Lesson Plan 8) – 11.A.2c construct charts and visualizations to display data (Lesson Plan 5) – 11.A.2d use data to produce reasonable explanations (Lesson Plan 2) – 11.A.2e report and display the results of individual and group investigations (Lesson Plan 10) – 12.B.2b identify physical features of plants and animals that help them live in different environments (e.g., specialized teeth for eating certain foods, thorns for protection, insulation for cold temperature). (Lesson Plan 8) Social Studies – 16.A.2c ask questions and seek answers by collecting and analyzing data from historical documents, images and other literary and non-literary sources (Lesson Plan 6) – 16.D.2 (W) describe the various roles of men, women and children in the family, at work, and in the community in various times periods and places (e.g., ancient Rome, Medieval, Europe, ancient China, Sub-Saharan Africa). (Lesson Plan 7) – 17.A.2a compare the physical characteristics of places including soils, land forms, vegetation, wildlife, climate, natural hazards (Lesson Plan 10) – 17.A.2b use maps and other geographic representations and instruments to gather information about people, places and environments. (Lesson Plan 1, 6) – 17.C.2a describe how natural events in the physical environment affect human activities (Lesson Plan 7) – 18.A.2 explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture (Lesson Plan 3)

Benchmarks Fine Arts Physical Education and Health – 19.C.2a identify and apply rules and safety procedures in physical activities (Lesson Plan 2) – 21.A.2c work independently on task until complete (Lesson Plan 9) – 22.A.2c describe and compare health and safety methods that reduce the risks associated with dangerous situations (e.g., wearing seat belts, and helmets, using sunscreen) (Lesson Plan 6) – 22. B.2 describe how individuals and groups influence the health of individuals ( e.g., peer pressure, media and advertising) (Lesson Plan 9) Art and Music – 25.A.2c identify elements and expressive qualities such as tone color, harmony, melody, form (rondo, theme, and variations) rhythm/meter and dynamics in a variety of musical styles (Lesson Plan 3) – 25.A.2d identify and describe the elements of 2- and 3- dimensional space, figure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbol and story (Lesson Plan 3) – 26.B.2d demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing (Lesson Plan 7)

Disney Word: Background knowledge Disney World, the happiest place on Earth, is the sister company to Disneyland in Anaheim California. Walt Disney had a vision to build Magic Kingdom on the East side of the Mississippi river around 1959. On November 27, 1963, four hundred and thirty-three acres of land was purchased in Orlando Florida (Lefkon, 2007) It wasn’t until 1971 that the Magic Kingdom opened, unfortunately Walt Disney was not alive to physically see his vision. Walt Disney died on February 2, 1967, four years before Magic Kingdom opened. Walt had a brother named Roy he postponed his retire to make sure that Walt’s vision would come true. This forty-seven square mile Disney area is about the same size as San Francisco (Mannheim, 2003) There are many places to visit in Disney World. After Magic Kingdom was build the Walt Disney company decided to build another area on their land, even though Walt Disney stated that he just wanted Magic Kingdom on the property. Roy and his Disney crew decided to begin construction on Epcot which was complete in 1982. MGM studios, which is now called Hollywood Studios first opened their gates in 1989, along with Typhoon lagoon. In 1995 Blizzard Beach which is another water park, opened in 1998. Animal Kingdom opened in 1998 and is the last themed park in Disney World to open. Magic Kingdom is the most popular traveling destination in the whole world. Almost seventeen million people visit this magical place each year. There are many places to visit inside of the Magic Kingdom, including Cinderella’s Castle, It’s a Small World, and Splash Mountain. This theme park is where you can find Mickey and Minnie Mouse, all of the princess, The Toy Story gang, along with Goofy! If riding rides is not your thing, there are many shows that can be seen including Lilo and Stich, the Country Bears, and how Walt Disney made Disney World. There is lots of places to each food that can be anywhere from fast food that averages $10.00 per person, all the way up to eating in Cinderella’s Castle with the characters for $40.00 per

person. There are also nighttime activities like fireworks at Cinderella’s castle and Mickey Mouse’s show on the water. There is never a dull moment at the Magic Kingdom and there is something for everyone at this magically place! Epcot is the third most popular traveling destination in the whole world. Close to nine million people visit Epcot each year. Epcot is twice the size as Magic Kingdom. Epcot ‘s perimeter is one point two miles long where as Magic Kingdom’s perimeter about six tenths of miles There are many educational activities that can be done in Epcot. The first place that most people go to is the Big Ball that everyone sees when they walk into Epcot. Imagine being able to ride on a indoor slow moving ride and see the inventions that people have made and how the inventions have changed the world. The guests at Epcot also get an awesome experience of being able to travel the world, without leaving Epcot. Countries like Italy, China, and event he Unites States of America can all be seen in just one day! If leaving the world is something that a guest of Epcot would like to do, then going to Space Mission is just for you. Imagine having a role in taking off in a spaceship, landing it on the moon, and returning back to Earth! Perhaps dinosaurs are your cup of tea and with the help of Ellen DeGeneres you go through the lost land of dinosaurs. There are a lot of places to eat and the prices range for $10.00 per person all the way up to $50.00 per person. Animal Kingdom is the newest attraction at Disney World and has a lot to see and do. Imagine being able to go on an African Safari and seeing animals up close to you jeep! There are many exotic animals that most zoos’ don’t have!!! There is a lot of areas to go and watch people from Africa play instruments, dance to the music, or educate the those who walk by on the interesting facts and traditions of Africa. If the creepy crawly insects, and bugs are something that grabs your attention, there is a place that the guests can view these creatures and hold someone of them, with the help of an Animal Kingdom worker. There is also the one roller coaster ride call Mt. Everest that is the fastest and tallest ride in Walt Disney World. Animal Kingdom does offer food anywhere from $10.00 per person all the up to $40.00 per person. This educational attraction had the best ice cream and novelty treats too!!!

MathSocial Studies ScienceLanguage Arts/ Reading Art & Music Health & Physical Education Day 1 8:30-10:00 Day 2 10:00-11:15 and 12:05-1:45 Day 3 10:35-11:15 and 1:10-1:45 Day 4 12:05-1:05 Integration of Subject Area/Daily Schedule Day 5 8:30-10:30 Day 6 10:10-10:30 and 12:05-1:45 Day 7 9:15-11:15 and 1:10-1:45 Day 8 10:10- 10:30 and 2:05-1:45 Day 9 8:30-10:30 Day 10 8:30- 10:30 and 12:05-1:05 Day 11 8:30- 9:30

Daily Schedule Subject:Time Morning attendance, announcements, and meeting 8:00 -8:30 am Language Arts/Reading8:30-10:30am Fine Arts rotation between Art, music, physical education and health 10:35-11:15am Lunch/ Recess11:20am-12:00 pm Math12:05-1:05 pm Science/Social Studies1:10-1:45 pm Dismissal1:50 pm DUE TO THE IDU TOPICS AND SUBJECTS, TIME MAY BE SLIGHTLY DIFFERENT TO ACCOMADIATE THE IDU ACTIVITIES!!!!

Table of Contents: Table of Contents page s Focus Summary of Subject Content Concept Map Benchmarks Daily Schedule School Demograph ics Profile Table of Contents page s Focus Summary of Subject Content Concept Map Benchmarks Daily Schedule School Demograph ics Profile Table of ContentsPage Numbers FOCUS 1 and 2 SUMMARY OF SUBJECT CONTENT 3 and 4 CONCEPT MAP 5 BENCHMARKS 6 and 7 DAILY SCHEDULE 8 SCHOOL DEMOGRAPHIC PROFILE 9 – 14 PORTFOLIO ASSESSMENT PLAN FOR STUDENTS 15 -17 LESSON PLAN 1-INITIATING ACTIITY 18 – 21 SUPPORT DOCUMENTS 22 – 24 ASSESSMENT 25 LESSON PLAN 2 26 – 33 SUPPORT DOCUMENTS 39 – 47 ASSESSMENT 34 – 38 LESSON PLAN 3 48 - 51 LESSON PLAN 4 52 -56 SUPPORT DOCUMENTS 57 -61 ASSESSMENT 62 LESSON PLAN 5 63 - 69 SUPPORT DOCUMENTS 73 and 75 ASSESSMENT 70 – 72 and 74 LESSON PLAN 6 76 -80 SUPPORT DOCUMENTS 81 ASSESSMENT 82-84

Table of ContentsPage numbers LESSON PLAN 7 85 - 89 SUPPORT DOCUMENTS 91 ASSESSMENT 90 and 92 LESSON PLAN 8 93 – 97 SUPPORT DOCUMENTS 98 and 99 ASSESSMENT 100 and 101 LESSON PLAN 9 102 -108 LESSON PLAN 10 109-112 SUPPORT DOCUMENTS 114 and 115 ASSESSMENT 113 PORTFOLIO RUBRIC 116 CHECKLISTS 117 REFERENCES 118 APPENDICES 119 SELF EVALUATION RUBRIC 120 Table of Contents continue

Demographics of Isaac Singleton Elementary School, Joliet Illinois (Armstrong, p3, 2011)

Other information about Isaac Singleton Elementary School Joliet, Illinois (Armstrong, p3, 2011)

Demographics of Joliet Illinois School District #86

Other information about Joliet Illinois School District #86 (Armstrong, p3, 2011)

After studying the statistics for Isaac Singleton Elementary school ‘s enrollment information, a lot of facts were stated to help me understand the students. Isaac Singleton Elementary School is primarily dominated by Hispanic students at seventy-four percent. The African American students make up sixteen percent, and the white students make up seven percent. Those students who have two or more races is almost three percent. The attendance rate for the school is at ninety-six percent, which is above the district and state level. The mobility rate is almost at nineteen percent, which is higher than the district and the state. The mobility rate means that when a students enroll at Isaac Singleton and then move away from the school to attend another school. There is an IEP rate of eleven percent for the school, which I don’t feel is too bad, however, I feel that that rate could go up if the classroom sizes where smaller and those with an IEP could get more one on one instruction. Over eighty-four percent of the students are on free or reduced lunch. I feel with all of the information that has been given about the Isaac Singleton school that the school is going very well. 1. My social background is slightly different than those in the classroom. The classroom that I am in has about twenty Hispanic students, seven African American students and three white students. I do have the skin color of a white person, but I am Native American, who has been on free and reduced lunches at school. Even thought I am able to connect with some of the students there is a lot that I have learned about the different cultures. Every student has a story to tell, and some are good and some are not so good. There are traditions that some students participate in and some that others do not participate in. Even though the majority of the students are Hispanic, there are no ELL students in the classroom, since the school has an ELL classroom for each grade that takes all of the students.

2. Even though all of the students speak English, some of the students do speak Spanish at school to help translate for other students, and they translate for their parents when they come in for conferences. I don’t know how to speak Spanish fluently, but I can say small words and sentences. Even though I am not fluent in speak Spanish I can understand Spanish conversations. Since I did grow up poor, I can understand how some of the students may not have all of the items or materials that other students might have. There are also some students that only get the food that they offer at the school. 3. The analysis of the school plan will play an important role in how I plan for my lessons and activities in the classroom. I will need to understand the backgrounds of each and every student so I can plan accordingly. I need to make sure that I can help them make connections with the material that is being taught to things that go on around their communities and families. I also need to know the language that is spoken by the parents so I know if I need a translator to communicate with the parents, and so I can make sure that the notes and letters that get sent home are in the correct language. Projects are a good idea to have, but I need to remember that I can’t expect the students to bring expensive items for a project, since money could be tight at home. I also need to remember that most of the parents work full time jobs and I can’t expect parents to volunteer or complete at home projects for the teacher. I would also give some homework, but no more than ten minutes of homework per night, and it would be items that the student can complete on his or her own.

Student A Has an IEP ADHD Grade 3 rd Observation: Student A has a hard time completing a task quietly and not disrupting others in his group. This student sometimes shouts out answers before the other students have a change to answer the questions. There are times when student A is off topic. This student will try to talk his way out of being incorrect about an answer, along with flipping his card. This student does complete his school work and homework on time. This student will accomplish any and all tasks that are set before him Issues: The student can be very distracted when he is not challenged. If the student has to sit still and doesn’t have a task at hand, then he can’t be quietly and distracting others around him. If this student disagrees with the teacher he will argue with the teacher and any other person who doesn’t agree with him. He has a hard time following simple classroom directions such as not talking when the teacher is talking or keeping his hands to himself. Performance: Academically student A is above average for all subject areas. I feel that this student could be more successful if he could focus on the challenge that is set before hand. Impact: When student A is frustrated he is a big distraction towards the other students in the classroom. When he is having a difficult morning he will continue to have a difficult day and he will try to make the others in the classroom have a difficult day. He gets angry if he is wrong and he will try to anything to prove that he is right and that the others are wrong. He will also try to be the class clown if he is all ready in trouble to try to get others to get into trouble with him.

Student B: No IEP but struggling Grade 3 rd Observation: Student B has a hard time completing tasks in the classroom or at home. This student isn’t able to focus on the task that must be completed, including the everyday tasks that need to be completed such as putting his jacket and backpack away, and getting the book box out. There are times when student B is off topic. This student gets upset if he has to complete any type of activity that has to do with writing. He get’s frustrates when he must complete a task that he doesn’t want to and when he can’t find his materials. Issues: The student can be very distracting towards the other students that are around him. He has a hard time accomplishing a task that the teacher has instructed the whole class to complete. He does understand the instructions and the materials that are being presented, but he is not prepared for the days activities. There are times when he can’t just sit there that he makes noises to express his frustration. When the teacher is standing next to him and giving him step by step instructions he does fine. Performance: Academically student B is above average for all subject areas. I feel that this student would be able to be more successful and have high honor roll if he would follow the simple steps that are in each task set before all of the students Impact: When student B is frustrated he is a big distraction towards the other students in the classroom. When he is upset at a simple task that he can’t accomplish he will sit at a desk and do absolutely nothing, until the teacher asks him what he needs to accomplish and how he can accomplish that task. In a large group the student will move around the classroom and will has a hard time completing the group activity. When student B is talking about a topic that he likes and is interested in he can be the leader, but if he is not interested we will just stare off into space.

Student C: ELL Grade 3 rd Observation: Student C has a difficult time pronouncing certain letters and words. When this student is in school and he doesn’t understand something, he will just sit at his desk and look at the paper. This student sometimes communicate with others in the classroom and will answer a question if called on, however the student will not raise his hand to answer the question. This student doesn’t ask for help and doesn’t tell the teacher is he doesn’t understand what is going on. He typically will watch what the other students are doing and follow their lead. Issues: The student has a hard time completing tests, worksheets and homework. The student will just sit in his desk and look at his paper, instead of asking for help. By not completing his tasks he is failing several subjects. When a teacher stands in the front of his desk and gives the directions again to him, he is able to complete the task. The teacher will have to return to the student for the next set of directions. There are certain words that the student states that is difficult to understand and sometimes plays a role on his writing. The student comes from a family that speaks Spanish at home. Performance: Academically student C is below average for all of the subject areas. I feel that this student could be more successful if he received more ELL services and the teacher remembered to stand in front of the student giving the directions to the whole class. Impact: When student C is sitting at his desk doing nothing, it is negatively effecting his learning and his grades. The student doesn’t seem to be upset by not knowing the directions, but he does smile and happily accomplished the tasks set before him when the teacher gives him the one and one instruction that is needed. By taking thirty seconds to give him the directions face to face the student will be able to accomplish the tasks in a timely matter and it will help to make sure that the student finishes the required classroom work with a better grade.

Focus: The purpose of this project on Disney World is to take a magical place and bring it to the classroom, to help the students create some memorable experiences. With Disney World, there are many educational places that can be visited. In this unit students will participate in the learning activities in science, social studies, math, reading, language arts, art, music, physical education, and health. In social studies we will be examining the different countries along with the customs and traditions that take place in those countries which can all be found in Epcot. In social studies we will using a map determine what states we must go through in order to get to Orlando Florida. In science we will be studying the animals and the animal kingdoms at Animal Kingdom. In science we will be determining the climate change from Illinois and Florida, and what plays an important role in the different climates. For math the students will have to set a budget for the trip, and calculate the expenses during the trip. The students will also have to look at the maps be calculate the distances between the different exhibits. For health we will put together a survival kit that each person at Disney World needs in order to stay healthy. In music we will study the different types of music that people listen to in different countries, along with the different instruments that are played. We will be applying Art when the students decorate a paper animal or person, and they must make the item look like they would in their country or animal habitat. The students will be requires to complete a written piece about the country or animal that he or she picked. Each student must also design and write an invitation for the other classrooms in the building, so they can see the end project that students put together.

My goal in this unit is to provide students with engaging activities, that will help the students make connections between the material that is being presented and the hands on activities that will be completed. This activity will help students learn to work better with others. During this activity we will have some videos to collect the data, along with some computer software. There will be a large amount of artifacts that the students will be using to collect information for the end report. This activity is decided to help the understand the differences all over the world in an exciting way. Instead of taking the students to Disney World, I will bring Disney World to the students, for an engages two weeks of school.

General Lesson Plan 1 Teacher: Ms. Mrs. Mr. Dr. Amie Sallese Date___March 5, 2012_________ (Circle one above) Grade:3 rd Subject: Social Studies/Math//Language Arts___ Time:_90 minutes_______ (minutes, hours, days, weeks) 1.Materials/Technology: (Attach copies of worksheets, lecture notes, rubrics, etc.) Elmo YouTube song When You Wish Upon A Star http://www.youtube.com/watch?v=EnqgROXTSFw http://www.youtube.com/watch?v=EnqgROXTSFw Map of the USA Worksheet with railroad path Train schedule Disney Lodge/Dining/Admission Information packet 2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number): State Goal 3: write to communicate for a variety of purposes Learning Standard A: :use correct grammar, spelling, punctuation, capitalization and structure 3.A.2 write paragraphs that include a variety of sentences types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation. State Goal 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. Learning Standard B: Investigate, represent and solve problems using number facts, operations, (addition, subtractions, multiplication, division)( and their properties, algorithms, and relationships 6.B.2 solve one and two step problems involving whole numbers, fractions, and decimals using addition, subtractions, multiplication and division. State Goal 17: Understand world geography and the effects of geography of society, with an emphasis on the United States Learning Standard A: Locate, describe and explain places, regions and features on the Earth. 17.A.2b use maps and other geographic representations and instruments to gather information about people, places and environment 3. Performance Objective(s) – Students will be able to… (List Lower-Order Knowledge, Higher-Order Knowledge, Skill, and Affect as appropriate) Students will be able to label the states that the rail line will go through to get to the final destination. (LOK) Students will be able to explain why the temperature difference of two states play an important role in planning a trip. (HOK) Students will be able to calculate the differences in weather temperature between Florida and Illinois in the month of March (LOK)

4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event: Motivation: have When you Wish Upon a Star playing in the background in the classroom, teacher (wearing a conductor’s hat) is standing in the hallway greeting each and every student as he or she comes into the classroom and hands them a train ticket. Once everyone is in the classroom the teacher will close the classroom door and say…”ALL ABOARD” Bridge: This is the Polar Express…but we aren’t going to the North Pole….We are going to….(teacher switches the conductor hat to the Mickey Mouse Ears hat!) 5. Procedures: (Provide a description of the sequence of the instructional activities. Indicate both teacher and student activities.) TEACHER WILL:STUDENT WILL: ***. Ask students to make a prediction about where we are going, while teacher reads It’s A Small World Listen to the teacher read and make prediction about where the trip will be 1. Ask students where they think we are going and what state is this place located in Raise hand to answer the question….Disney World Florida 2. Instruct students that we going to work with our teams and start planning our trip to Florida… Listen to teacher 3. Call for the paper passer outers to hand out the Disney packet and have the rest of the students take out a pencil and write his or her name on the paper Pass out papers, or take out a pencil and write their name on the packet 4 turn Elmo on and place the route map from page one under the Elmo Watch the teacher 5. Ask students what state do we live inRaise hand and answer Illinois 6. Point to the state of Illinois and write “1” in that state and then write the world Illinois at the bottom of the paper and instruct students to do the same thing Watch and copy what the teacher is doing 7.Instruct students to cross off Illinois from the word bank, since it was just used, Listen to teacher and cross out Illinois from the map 8. let’s follow the train line down, and see what the next state that we will stop in. We do have a map on page 2 that will show the states and the names, if you can’t remember the name of the state Listen and watch the teach 9. What state will the train travel through once it leaves Illinois Raise hand and answer Kentucky 10. Write the number 2 on the state of Kentucky and write “Kentucky” on line 2 and have students complete the same task Watch and copy the teacher 11. Instruct students that when you say GO, you want them to work in their teams to complete the rest of page one and that you will give them 3 minutes to complete the task GO! Work on project with teammates

13. We have our train route that we will use to get us to Disney, what is something else that we need to do, before we can even leave to go on the train? Raise hand and share guesses….the correct answer is pack our clothes and supplies 14. Do you think that the same living conditions are the same in Illinois and Florida? Raise hand and answer NO 12. have one person from four team come up to the Elmo and write the number and the name of the state on the sheet and have the other students check and see if their answers match what is on the Elmo Either write the information on the sheet under the Elmo or check over answers 3. Tennessee 4. Mississippi 5. Louisiana 6. Florida 15. What do you think will be some of the differences between Illinois and Florida? Raise hand and answer hotter in Florida 16. Instruct students to turn to page three and to look at the data. Ask what is the data and why does it matter to us? Raise hand and answer: Temperatures of Florida and Illinois and that we need to know the difference in temperature so we know what to bring on our trip 17. Ask what was the high temperature is in Florida and write it down on page 4 box 1 under high temperature Raise hand and answer 68 degrees 18. ask what the high temperature in Illinois and write it down on page 4 box 2 under the Florida temperature Raise hand and answer 47 degrees 19. Ask students what we need to do to find out the difference in temperatures Raise hand and answer subtract 20. Instruct students to turn to page 4 and Model how to subtract 68-47 Turn to page 4 and write down the two temperatures and work out the subtraction problem 21. Ask students what was the difference between the two temperatures Raise hand and answer 21 degrees 22. Instruct students to get into groups and calculate how difference between the low for Florida and Illinois Move into groups and subtract 41 degrees from 30 degrees to get the answer of 11 degrees 23. Call on a group to state the low for Florida along with the low for Illinois and ask what they did to get the answer, and what the answer was Answer the questions from the teacher, or check over his or her work 24. Instruct students to work in groups to finish page 4. Teacher will walk around the classroom and make sure that the students are on task Work in groups to finish answering the questions 25. Call 8 students to come up and answer the problems and the rest of the students should be checking over his or her work Write the problem on the white board, or check over work

6. Closure (set of key questions for comprehension or processing): What is one item that you think you would need to bring to Florida now that you know it is warmer in Florida than it is in Illinois. (sun screen, shorts, water bottle, bug spray, etc) Once you know what item you would bring use your dry erase marker and write it on the white board. 7. Assessment: The teacher will assess students’ ability to label the states that a rail line will go through by checking for accuracy with the students write the state names on a map. The teacher will assess students’ ability to explain why the temperature difference of two states plays important role in planning a trip by checking for accuracy on the student’s written sentences. The teacher will assess students’ ability to calculate the differences in weather temperature between Florida and Illinois by checking for accuracy on the student’s group work on a worksheet and dry erase board answers. 8. Accommodations for Individual Needs: 9. Homework/Announcements: no homework/ announcements 10 Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance: TEACHER WILL:STUDENT WILL: 26. Instruct the students write at least 2 complete sentences with nice neat handwriting to answer the last question and once they are done to turn their packet into the basket AFTER they make sure their name is on the packet Write complete sentences to answer the questions Make sure name is on the packet Turn packet into the basket Students name:Accommodations: 1.Student A IEP for ADHDIf student A completes a task ahead of time, offer him the option of finding another railroad route to get from Illinois to Florida, and have him label those states. He can also go online to Amtrac.com to research which path will take the least amount of time and has the least amount of miles. 2. Student B NO IEP but a struggling studentGive student B one of the first questions that will be asked right after the teacher has modeled a question. Student B also needs additional time, 3. Student C ELLThe teacher needs to speak clearly, and slowly, without sarcasm and make eye contact with the student.

General Lesson Plan 2 Teacher: Ms. Mrs. Mr. Dr. Amie Sallese Date___March 6, 2012_________ (Circle one above) Grade:3 rd Subject: Science/Math/Health ___ Time:_3 hours (minutes, hours, days, weeks) 1.Materials/Technology: (Attach copies of worksheets, lecture notes, rubrics, etc.) Elmo YouTube: (Water Cycle Song) http://www.youtube.com/watch?v=Yw275056JtA http://www.youtube.com/watch?v=Yw275056JtA (Bill Nye The Science Guy) http://www.youtube.com/watch?v=hehXEYkDq_Y&feature=related http://www.youtube.com/watch?v=hehXEYkDq_Y&feature=related Disney Lodge/Dining/Admission Information packet 2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number): State Goal 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. Learning Standard B: Investigate, represent and solve problems using number facts, operations, (addition, subtractions, multiplication, division)( and their properties, algorithms, and relationships 6.B.2 solve one and two step problems involving whole numbers, fractions, and decimals using addition, subtractions, multiplication and division State Goal11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. Learning Standard A. Know and apply the concepts, principles and processes of scientific inquiry 11.A.2d use data to produce reasonable explanations State Goal 19: Acquire movement skills and understand concepts needed to engage in health enhancing physical activity Learning Standard C: Demonstrate knowledge of rules, safety and strategies during physical activity 19.C.2a identify and apply rules and safety procedures in physical activities 3. Performance Objective(s) – Students will be able to… (List Lower-Order Knowledge, Higher-Order Knowledge, Skill, and Affect as appropriate) Students will be able to create a budget and maintain a budget for the Florida trip. (LOK) Students will be able to create and explain the importance of a survival kit. (HOK) Students will be able to summarize the impact of the water cycle and how it impacts the state of Florida(HOK) 4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event: Motivation: Yesterday we determined the states that we would have to go through to get to Florida, and that there will be a temperature difference between Illinois and Florida. I am running into a small problem though….I can decided where we should stay, and what parks we should go to, and what places we should eat at….I feel overwhelmed and I am just talking about it….. Bridge: I HAVE A GREAT IDEA….WHAT IF WE GOT TO PICK OUR OWN MAGICALLY DISNEY HOTEL!!!!

5. Procedures: (Provide a description of the sequence of the instructional activities. Indicate both teacher and student activities.) Teacher will:Students will: 1.Hand back the Disney packet to each student and instruct students to take out a pencil and talk with their teammates about what was talked about in class yesterday Get their packet when the teacher calls his or her name and take out a pencil while and talking with teammates about yesterdays topics. 2. Ask which team could give a quick summary of what we talked about yesterday Raise hand and answer: Going on a trip to Florida The states that the train will go through The temperature differences between Illinois and Florida Why data is important 3. Instruct students that we will be working on our budget for the trip. We will not always have the same answers, but it’s important that we still listen and follow along so everyone can complete the tasks correctly. Listen to the teacher 4. Turn to page 5 and let’s take a look at what we need to find out. Turn to page 5 5. Ask what the packet is telling usRaise hand and answer: How much will it cost for: Train, lodging, food, admission, souvenirs, other items 6. Turn on the Elmo and place the page 16 under the Elmo. Tell students that they may stay on page 5 or they may turn page 16, but they will all need to write down some information Either turn to page 16 or stay on page 5 7. State that according to page 5 we need to determine how much money it will cost for us to take a train. Who can tell me how much it will cost to take a train to Florida Raise hand and answer $234 8. Ask students if that is all that we need or do we need to calculate another amount? Raise hand and state that we need to add another amount 9. Ask student how he or she knew thatResponse should be that the first $234 will get us to Florida but we also need to get home 10. Let’s go ahead and take that information that we have and add it to a budget. We decided that we need to get from Illinois to Florida which will cost us $234 and we also decided that we will need to get back from Florida to Illinois which will cost $234…what do we need to do with those two amounts? Listen to teacher, and raise hand and state add

11. Restate that we need to add the two amounts for the train ride and instruct the students to go make sure that they are on page 5 and under the train box and to go ahead and add $234 + $234= and ask the students to give you a thumbs up when they are ready to share their answer Listen to teacher, turn to page 5 and fill out the information for the train costs. When the students are done they will give the teacher a thumbs up 12. While students are working on the math problem turn to page 5 and complete the same activity under the Elmo so the students can see what has been filled out and what it looks like Working on the train expense 13. Ask for a student to check over their work and make sure that they have same answer as I do…then ask if anyone else got a different answer…if so have the student come up to the board to work out the problem and help the student make the necessary corrections so he or she had the same answer Check over his or her work, and raise hand only if they have a different answer 14. Ask the students how much money do we have to spend on this trip Raise hand and say $2500 15. State that we just determined that the train will cost us $470. Is the train company giving us money or are we giving the company money? What does that mean we have to do with our budgeted money raise hand and state that we are giving the train company money and that we need to subtract $470 from our money that we have 16. We have to remember to put the bigger number on top when we are subtracting. Who can tell me which number goes on the top and which number goes on the bottom Raise hand and answer $2500 goes on top and $470 goes on the bottom 17. All we have to do is write the $470 under our budget amount and work out our subtraction problem. Who would like to come up to the white board and work this problem out for me? Everyone else can work out the problem on his or her paper Raise hand and either work out the problem on the board, or write the problem out on his or her paper. 18. Walk around the classroom and make sure that students are working on the problem correctly, Be working on the subtraction problem. 19. Ask students to give a thumbs up if they agree with the answer on the board, to give a thumbs down if they got a different answer Either give a thumbs up or a thumbs down 20. Teacher will model how to find the answer and if the teachers answer and the students answer are the same, give the other student a high five and congratulate them and tell the other students to give themselves a pat on the back if their answer is correct…if their was an error fix your error so you have the correct answer Pat themselves on their back, or correct their answer.

21. What is the next area that we need to do to plan our trip? Raise hand and state Lodging 22. Very good we need to pick where we are going to stay, and this is where our answers will start being different. If you look at pages 14 and 15. I am going to give you about 3 minutes to look over the information and decide on where you would like to stay. Don’t fill anything out yet. Just decide on where you would like to stay Look over the pages 14 and 15 and decide on a place to stay 23. By a show of hands how many picked the first place for $86 (write down that number)….what about the place for $135 (write that number down)…what about the place for $254 (write that number down) ….what about the place for $500. Raise hand when the teacher calls the place where they could like to stay 24. Pair students up into groups of 3-4…they must be staying at the same place for lodging….example group 1 should have 3 or 4 group members that are staying at the place for $86. etc… The groups will calculate how much it will cost to stay there for 4 nights and they must deduct the amount from the budget money….remind them to put their information on page 5 Get into groups of 3-4 and calculate the cost of staying in each lodging place Should come up with 1.$344 2.$540 3.$1016 4.$2000 25. Remind students what we all have $2030 and that is what will be taking our total for the lodging away from and that they have a scratch paper that they can use on page 6 Work out problem and get either 1.$1686 2.$1490 3.$1014 4.$30 26. Call one person to come up a workout their answers to make sure that they match what the teacher has and Either work out problem on the board or check over answers if the answer is incorrect they need to fix their answer 27. Ask students if any of them would change the place that they are staying at…if anyone answers…allow them to go ahead a recalculate their answers and let the other students talk in small groups about why they decided to stay at that place Change their lodging information or talk in small groups 28. instruct students to get jackets on and to line up at the door Get on jackets and stand by the door 29. Take students to the front of the school and ask them what happened to the puddle or snow that was here? Raise hand and give his or her best guess 30. Some of the water does do into the ground, but where do you think the rest of the water goes? Raise hand and give his or her best guess

31. The water that was on the ground evaporates and goes into the clouds….why do you predict that I am tell you about evaporation since we have been talking about our trip? Student will raise hand and give predictions….the correct prediction is…Florida is surrounded by water 32. How do you think this will effect our trip?Raise hand and answer the questions…the answer is it will rain in Florida 33. I want you to make some predictions in your mind about what you think happens to the water. I am going to give you a minute to reflect about this question outside and then we will go inside and watch 2 quick videos about the water cycle Reflect about what happens with the water 34. Have boys and girls line up and quietly walk back into the school and back into the classroom Line up and walk quietly down the hallway 35. Instruct students to put their jackets away and have a seat on the carpet or at his or her desk. While the students are doing their job, get the YouTube video ready Put jackets away and sit on the carpet or his or her desk 36. Play the YouTube videosSit quietly and watch the YouTube video 37. When the videos are over, ask students what these videos were about Raise hand and say the water cycle 38. Ask students how the rain cycle worksRaise hand and say: it precipitates, then collects, the evaporates, then condensates 39. Call students back to their desks one group at a time and have them take out their Disney packet and a pencil Walk back to his or her desk and take out Disney packet and a pencil 40. Instruct students to turn to page 9 and take a look a the picture. Read the directions to the students and have them work on the writing on his or her own. When they are finish leave the book out, and take out their AR book and read until we move on. Listen to the teacher 41.Remind students that they need to start there sentences with a capital letter and end there sentence with a punctuation mark Listen to the teacher 42. When all of the students have finished writing ask the students how this impacts our trip and what do we need to consider when we are packing Answer: That it will rain, and that we need to pack items that will keep us dry 43. We are going to take this information that we just learned from science and use it to help us plan how we can stay healthy and safe Listen to the teacher

44. Turn to page 19 in your Disney bookTurn to the Disney page 45. We have been talking about the water cycle today, and that we will face the chance of precipitation when we are on the trip. We also know that the water will evaporate. How do you think that will make it feel outside? Raise hand and answer: humid, sticky, hot, 46. Keep that in mind, now I would like for each of you to take your Disney book, and pencil, and when I say go…stand up hand up pair up, and work on page 19 together with your partner GO! Get materials and stand up hand up pair up. 47. give the students about 10 minutes to work on this project and then ask the groups to share one item that they have on there list…encourage the other groups to write that item down if they don’t have it. Teacher will also write the items down on the dry erase board Share items and write the items down if they don’t have that item on their list 48. Ask the students what are some of the consequences of not having these items. Encourage the students to write the consequences down if they don’t have them and the teacher will also write them down Share the consequences are write new consequences down on the paper 49. I am going to give you a 3 minute brain break. What I would like you take out your dry erase board and draw your favorite food Take out their dry erase board and draw their favorite food 50. Call on each student when the three minutes is up and have them share their favorite food and show his or her drawing if they want too Share their favorite food and show everyone their drawing if they would like 51. Instruct students to turn to page 10 and take a couple of minutes to read of the breakfast menu. Look at page 10 and look at the breakfast menu 52. Inform the students that they will have three choices on where to eat. They need to circle the one place that they will go to for breakfast during our stay at Disney. Once they have decided they may do on to the Lunch and dinner page and do the same thing. When you are done hold your pencil in the air so I know you are ready to move one Pick what place they want to go for breakfast, lunch and dinner and hold their pencil up when they are done 53. Ask the students how many breakfast we will need if we will be there on Monday night to Friday Morning and write “breakfast” and “4” once it is stated by a student Raise hand and answer 4 breakfast 54. Ask the students how many lunches will they need? And write “lunch” and “3” once it is stated by a student on the white board Raise hand and answer 3 lunch

55. Ask students how many dinners will they need to have and write “dinner” and the number “4” when the student gives the correct answer Raise hand and answer 4 56. Ask students how many snacks will they need if they get two snacks a day. Teacher will write the word “snack” and “six” when the student give the correct answer Raise hand and answer 6 57. When we turn to our budget page we will need to make sure that we calculate the correct amount of breakfasts, lunches, dinners and snacks. How can we do that? Raise hand and answer: add the breakfast price four times, add the lunch price three times, add the dinner price four times and add the snack price six times then add all to eh totals together 58. Once we get our grand total what do we need to do? Remember that you have a scratch piece of paper to write on, but you need your final answer on the budget page Raise hand and answer: take the grand total and subtract it from the balance in our budget 59. Before I have you get started, let me show you a practice one first. Let’s say I picked a breakfast that was $11.98. I will need to add $11.98 four times. (Model this on the white board) I am going to circle my answer because I will need it when I am done. Now I am going to move on to my lunches which will ne $9.25 for each lunch and I will need to add that 3 times. Now I will add my dinners which are $21.74 and I will have four dinners so I will add them four times. I also need to add my snacks which will be $7.45 and I will have six of them. Now that I am done, I will add up all of my totals for the breakfast, lunch, dinner and snack to get my grand total Watch and listen to the teacher 60. Give me a thumbs up if you are ready to move on, and give me a thumbs down if you have questions, (answer any questions that the students have about this project) Give a thumbs up or a thumbs down 61. Once you have calculated all four of the items, please put your pencil down and you may read to self ….Go ahead and get started Listen to the teacher and being project when teacher says to get started 62. Walk around the room and make sure that the students are on track and answer questions that may arise. Work on project 63. Instruct students to their Disney packet in the basket and have a seat on the carpet Put packet in the basket and sit on the rug 64. Going in to the closing with the students

6. Closure (set of key questions for comprehension or processing): Yesterday you had to write one item that you would have to bring to Florida, after completing the activities today, would you have changed your answer. If yes come up to the board and write what you would bring. If not go to the back board and write why you would keep that item. Once you know what item you would bring use your dry erase marker and write it on the white board. 7. Assessment: The teacher will assess students’ ability to create a budge and maintain a budge for the Florida trip by checking for accuracy with the students write in their budget log. The teacher will assess students’ ability to create and explain the importance of a survival kit by checking for accuracy on the student’s written sentences. The teacher will assess students’ ability to summarize the impact of the water cycle and how it impacts the state of Florida by checking for accuracy on the student’s group work on a worksheet. 8. Accommodations for Individual Needs: 9. Homework/Announcements: no homework/ announcements 10 Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance: Students name:Accommodations: 1.Student A IEP for ADHDIf student A completes a task ahead of time, offer him the option of investigating the different weather patterns. Give student A the option of being able to draw or use a PowerPoint to share the information with the rest of the class. 2. Student B NO IEP but a struggling studentGive student B extra time. Inform the student that you are going to ask a certain question in about 2 minutes. Ask the question out loud and then call on Student B 3. Student C ELLThe teacher needs to speak clearly, and slowly, without sarcasm and make eye contact with the student.

General Lesson Plan 3 Teacher: Ms. Mrs. Mr. Dr. Amie Sallese Date___March 7, 2012_________ (Circle one above) Grade:3 rd Subject: Social Studies/ Music ___ Time:_60 minutes_______ (minutes, hours, days, weeks) 1.Materials/Technology: (Attach copies of worksheets, lecture notes, rubrics, etc.) Elmo YouTube: http://www.youtube.com/watch?v=dVsCishBGlo It’s a Small World After All http://www.youtube.com/watch?v=dVsCishBGlo It’s A Small World After All Book 2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number): State Goal 18: Understand social systems with an emphasis on the United States Learning Standard A: compare characteristics of culture ad reflected in language, literature, the arts, traditions and institutions. 18.A.2 explain ways in which language, stories, fold tales, music, media, and artistic creations serve as expressions of culture. State Goal 25: Know the language of the arts. Learning Standard A: Understand the sensory elements, organizational principles and expressive qualities of the arts 25.A.2c identify elements and expressive qualities such as tone, color, harmony, melody form (rondo, theme, and variations) rhythm/ meter and dynamics in a variety of musical styles 25. A.2d identify and describe the elements of 2-and 3- dimensional space, figure ground, value and form: the principles of rhythm, size, proportion and composition; and the expressive quality of symbol and story 3. Performance Objective(s) – Students will be able to… (List Lower-Order Knowledge, Higher-Order Knowledge, Skill, and Affect as appropriate) Students will be able to list musical instruments that they hear in the song It’s A Small World. (LOK) Students will be able to compare and contrast the clothing and music here in USA with different countries. (HOK) Students will be able to describe how dynamics change in the song (HOK) 4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event: Motivation: Have any of you ever wondered what it would be like in a different part of the world. Well today we are going to get to see some of the different counties and see if they are similar to where we live or different Bridge The teacher will read It’s A Small World After All

5. Procedures: (Provide a description of the sequence of the instructional activities. Indicate both teacher and student activities.) Teacher will:Students will: 1.Ask what doesn’t this book have to do with Social Studies (let everyone have a chance to answer) Raise hand and give answers such as: Different places people live people dress They don’t live in the United States 2. Instruct students to play close attention to the video and try to see what everyone has in common and what are some of the difference that we all share Listen to the teacher 3. Play the YouTube video that will last 11 minutesWatch the video with voices off 4. Once the video is done he teacher will write a Venn Diagram on the board and write USA on one side and other countries on the other side. Watch the teacher 5. ask the students to raise their hand about something that they notices in the video about the countries that is something that the USA does, that other country do, or that all of the countries share Raise hand and answer questions 6. Call on a student and have him or her verbally state the answer, and if it is acceptable have the student write it in one of the circles, and have another student give a response. Once the first student has finished writing ask the rest to give a thumbs up if they agree a thumbs down if they would have put the answer in a different spot, or a thumbs to the side if they are unsure Write answer on the board, give a verbal answer or give a thumbs up, thumbs down, or a thumbs to the side 7. Continue with the step until all of the student’s have answered, and write anything else that you can think of (ex. That all countries want peace) Continue to give feedback verbally and written, and giving thumbs up or down 8. What is something that you have learned from the story and the book about people all over the world. Raise hand and give answers 9. I would like you to start thinking about a country you would like to do some research on next week. We got to see a couple of them today, but maybe there is another country that you would be interested in, like Finland. Listen to the teacher 10. We are going to move into the music portion of It’s a Small World After All. Who can tell something you remember about the music. Raise hand and give answers

Teacher will:Students will: 11. Did anyone notice a difference in the instruments that were being played Either say yes or no 12. I am going to say the name of an instrument and I would like you to give me a thumbs up if you think that instrument was in the song. Flute Piccolo Accordion Trumpet Drums Blocks Guitar Yodelers Bells Pines of pan Wooden flute Oboe Gong Tambourine Castanets Cow bell Bongo Steal guitar Ukulele Clarinets Merriam or xylophone Listen to the teacher and give a thumbs up or a thumbs down 13. Replay the song, but stop the video when an instrument can be seen and have the students name the instrument Watch video and answer questions when the video stops 14. Did the tempo or the speed go faster, slower or stay the same as the people went to different countries give them a thumbs up if it was faster, thumbs down if it was slower and a thumbs to the side if it was the same Either give a thumbs up, down or to the side 15. Even thought the instruments and the countries changed the tempo or speed of the music did not Listen to the teacher 16. What is the message of this song?Raise hand and give answer….even though we live in different parts of the world, we are still the same 17. Lead students into the closure activityListen and follow directions

6. Closure (set of key questions for comprehension or processing): Here is my final question for today….do you think everyone in the world could get a long, why or why not. Do you think everyone in our own classroom / school/ town can get along? What can we do to make that happen? 7. Assessment: The teacher will assess students ability to list the musical instruments by checking for accuracy with the students verbal responses. The teacher will assess students ability to compare and contrast the clothing and music here in the USA with different countries by checking for accuracy on the student’s verbal responses. The teacher will assess students ability to describe how dynamics change in the song by checking for accuracy on the student’s verbal responses. 8. Accommodations for Individual Needs: 9. Homework/Announcements: no homework/ announcements 10 Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance: Students name:Accommodations: 1.Student A IEP for ADHDSince we will be doing a lot of whole class discussion allow student A to run a message to the office about half way through the lesson 2. Student B NO IEP but a struggling studentGive student B the chance to think about the question before being called on. Try to give him one of the first questions also 3. Student C ELLSince student C does very well with instruments, allow student C to shine with his knowledge through out this section

General Lesson Plan 4 Teacher: Ms. Mrs. Mr. Dr. Amie Sallese Date___March 8, 2012_________ (Circle one above) Grade:3 rd ______ Subject: Language Arts/ Math___ Time:_60 minutes_______ (minutes, hours, days, weeks) 1.Materials/Technology: (Attach copies of worksheets, lecture notes, rubrics, etc.) Elmo Disney Lodge/Dining/Admission Information packet 2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number): State Goal 3: Write to communicate for a variety of purposes Learning Standard A: Use correct grammar, spelling, punctuation, capitalization, and structure 3.A.2 write paragraphs that include a variety of sentence types; appropriate use of the right parts of speech; and accurate spelling, capitalization and punctuation State Goal 4: Listen and speak effectively in a variety of situations Learning Standard A: listen effectively in formal and informal situation 4.A.2b ask and respond to questions related to oral presentations and messages in small and large group settings State Goal 7: Estimate, make and use measurements and objects, quantities, and relationships and determine acceptable levels of accuracy Learning Standards A: Measure and compare quantities using appropriate units, instruments and methods. 7.A.2b solve addition, subtraction, multiplication, and division problems using currency 3. Performance Objective(s) – Students will be able to… (List Lower-Order Knowledge, Higher-Order Knowledge, Skill, and Affect as appropriate) Students will be able to explain the importance of having a budget by using proper spelling, punctuation, and grammar (LOK Students will be able to prioritize the activities based on importance, of time and cost (S) Students will be able to calculate the expenses for admission into the theme parks(LOK) 4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event: Motivation: We have the Magic Kingdom, Epcot, Animal Kingdom, water parks, shopping…but what do we do first? Who wants to go to Magic Kingdom first….not everyone wants to go to Magic Kingdom first. What can we do to decided what parks we want to go to and when we want to go to them? Bridge: Let’s take a look at our maps and go from there….maybe we will be able to come up with a great idea so everyone is happy

5. Procedures: (Provide a description of the sequence of the instructional activities. Indicate both teacher and student activities.) Teacher will:Students will: 1.Instruct students to look a pages 20-24 with the group of people they are sitting by and try to decide what parks they would like to go to. Once they decide on a place that they would like to go, write it down on the page 25 on the want side Listen to teacher 2. Model how to complete page 25 by placing page 25 under the Elmo and writing Downtown Disney on the WANT side of page 25 Listen and watch the teacher 3. Ask if anyone has any questionsRaise hand if he or she has a questions 4. Remember we need to use our inside group voice and not yell. Go ahead and begin Listen to the teacher and fill out the want side of the sheet 5. Once the students are done, have them look at page 25 and explain that there are some places that we will have to go too and that we will fill out that area together Listen to the teacher 6. We have three amusement parks that we must go to. The first one is Magic Kingdom, the second is Epcot and the third is Animal planet. Write the places that we must go to on the correct area 7. I would like for you to turn to page 26 and we are going to write the times and theme park that we will have to go to on that certain day. Turn to page 26 and listen and watch the teacher 8. Model how to write the following using the Elmo Tuesday: Epcot from 9:00 am until 12:00pm Wednesday: Animal Kingdom from 3:00pm until 6:00pm Thursday: Magic Kingdom from 12:00pm until 3:00pm Watch and listen to the teacher and model what the teacher is doing 9. Know that you know what we have to do, I would like for us to take a look at the prices and calculate how much this will cost us. Let’s turn to page 14 Listen to the teacher and turn to page 14 10. Instruct students to just listen first and that we will go back and work out the problems together. The teacher will read the whole page and explain what the boxes mean Listen to the teacher

11. Go back and explain that if you go with this package this is what it means that this is what it will allow you go do. If you want a certain package make sure to circle that one, so we know what you wants Listen to the teacher and circle the package that they would like to use for the trip 12. Now we have to calculate how much this is going to cost us to get into the parks. If we look back at page 25, we made a list of the parks we want to go to. We need to look at that list and decide if we still want to go to those parks. Remember the parks that we have to go to: Magic Kingdom, Epcot and Animal Kingdom. Something else to keep in mind, we will only have 3 days of being able to go to parks, so keep that in mind especially for the park hopper tickets. Listen to the teacher 13. (Model how to complete this task on the white board) Let’s say that I wanted to add the theme park of MGM and the water park, I would probably just go ahead and get the water park and theme park and hopper, package that allows me to go where ever I would like to go, when ever I would like to during my stay. If I look at page 14 I see that that package will cost me about $340 for three days worth of tickets Listen to the teacher 14. Remember that this is what you want to do, not what your friends are doing and not what the people around you are doing. When you have figured out what package you want to do with, you need to put that on your budget log and do what with the total of the package and your balance Students will raise hand and answer subtract the two numbers 15. You can use the bottom of page 25 to make calculations if you would like. I know some you want to get the biggest bang for you buck…or get the most our of your money, and that is what the bottom of page 25 is allowing you to do. Start working on the project 16. Once everyone has completed the task instruct the students to turn to page 6. Model for the students how to need to transfer our data onto the extra piece of paper. Which means we need to write the places we will be eating and the money that we will be spending. Listen to the teacher and turn to page 6 17. Everyone will have different answers, please don’t copy my data, just look and see how to complete this. I am going to use write down the places that I will be eating for breakfast on the correct days, so day 1 will I be eating at Disney? Students will raise hand and answer not on Monday

18. Then ask the students how many days will they be eating breakfast on and what day of the trip will it be? They will be having breakfast 4 days our of the week, on day 2, day 3 day 4 and day 5. 19. Instruct students to look up where they decided to eat their breakfasts and what the price will be. Have the students write that information if the box for #’s 2-5. REMIND THEM THAT THEY WILL HAVE ADDITIONAL DATA TO PUT IN, so don’t write so big Listen to the teacher and big with on the project 20. Repeat step 17-19 but change from breakfast to lunch Repeat steps 17-19 21. Repeat step 17-19 change from lunch to dinnerRepeat 17-19 22. We also need to put the information in for the parks, the train tickets, and for the lodging. We can look at the budget log, for most of the information. I do want you to write down the place that you will be staying also Listen and begin the next step in the project. 23. Once you have finished with this page, go ahead and place your packet in my basket and read to self, or you may take your AR test Listen to the teacher and either finish the project or put the packet in the basket and read to self or take an AR test

6. Closure (set of key questions for comprehension or processing): For an Exit Slip: Students will take out a piece of paper and write 4 complete sentences about why it is important to have a budget, and how he or she will be able to use in “real life” 7. Assessment: The teacher will assess students’ ability to explain the importance of having a budget by with proper spelling, punctuation, and grammar by checking for accuracy on the students written responses. The teacher will assess students’ ability to prioritize the activities based on importance of time and cost by checking for accuracy on the student’s written responses. The teacher will assess students’ ability to calculate the expenses for admission into the theme parks by checking for accuracy on the student’s written responses. 8. Accommodations for Individual Needs: 9. Homework/Announcements: no homework/ announcements 10 Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance: Students name:Accommodations: 1.Student A IEP for ADHDWho will need reminders about taking his or her time and to make sure to check over his work. 2. Student B NO IEP but a struggling studentAllow student B to work on the project on his/her own speed. Focus on the important material, such as a balances budget and the exit slip to be completed 3. Student C ELLSome times has a hard to expressing his thoughts from Spanish to English. If he becomes stuck on words, have him go onto the internet and type the Spanish word in a word document and then translate it into English for him

General Lesson Plan 5 Teacher: Ms. Mrs. Mr. Dr. Amie Sallese Date___March 9, 2012_________ (Circle one above) Grade:3 rd ______ Subject: Science/ Language Arts & Reading___Time:_120 minutes_______ (minutes, hours, days, weeks) 1.Materials/Technology: (Attach copies of worksheets, lecture notes, rubrics, etc.) Teacher Tube: http://www.teachertube.com/viewVideo.php?video_id=200632&title=10_Rules_to_Smart_Packing_for_Ed ucational_Travel http://www.teachertube.com/viewVideo.php?video_id=200632&title=10_Rules_to_Smart_Packing_for_Ed ucational_Travel The Weather Channel website: http://www.weather.com/ http://www.weather.com/ Elmo Disney Lodge/Dining/Admission Information packet 2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number): State Goal 2: Read and understand literature representative of various societies, eras, and ideas Learning Standard B: Read and interpret a variety of literary works 2.B.2a respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts State Goal 3: Write to communicate for a variety of purposes Learning Standard B: composes well organized and coherent writing for specific purposes and audiences 3.B.2a generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting State Goal 11: Understand the process of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems Learning Standard A: Know and apply the concepts principles and processes of scientific inquiry 11.A.2c construct charts and visualizations to display data 3. Performance Objective(s) – Students will be able to… (List Lower-Order Knowledge, Higher-Order Knowledge, Skill, and Affect as appropriate) Students will be able explain how the weather can have a major effect on Florida (HOK Students will be able to read and collect data to help make inferences about the weather condition in Florida (HOK) Students will be able to log the data that is collected about future activities (S) 4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event: Motivation: Teacher will be in the classroom with a rain coat, rain boots, and an umbrella open, and ask the students to make a prediction about that we would be talking about today. The teacher will also go over to the anemometer,rain gauge, and a thermometer, and move them over to the center of the classroom, (these are located by the classroom window) Bridge: So we have some rain gear, and anemometer, a rain gauge and a thermometer, what do all of these items have in common? That’s right WEATHER!!!! We are going to be talking about these instruments that meteorologists use to give use data!

5. Procedures: (Provide a description of the sequence of the instructional activities. Indicate both teacher and student activities.) Teacher will:Students will: 1.Put the Weather Channel website on the display and ask the students why weather is such an important topic when planning for our trip Listen to teacher and raise hand and give a variety of answers…looking for an answer that talk about how it effects what you will do, and what you need to pack 2. Instruct students to turn to page 27 in their Disney packet and take out a sharpened pencil Listen to the teacher and take out there Disney packet and pencil 3. Display FLORIDA’s 10day forecast that will show the temperature, wind, and if there will be precipitation. Look at the material on the whiteboard 4. Look at the information for Friday and point to the temperatures and ask the students why they think we have two different temperatures on the chart Listen to the teacher, raise hand and answer questions….(looking for the answer that one temperature is the high and the other temperature is the low) 5. Ask the students which of the instruments up in the front of the classroom, would a person us to measure the temperature Listen to the teacher, raise hand and answer question (thermometer) 6. Look at the information and point to the wind speed and ask the students what this number means, and what the letters at the end are for Listen to the teacher, raise hand and answer question ( the wind speed and the direction that the wind is blowing) 7. Ask what instrument would we use to measure the wind speed? Listen to teacher and answer question (anemometer) 8. Look at the information and point to the percentage that is talking about precipitation chances for the day, and ask the students what they think the percentage means Listen to the teacher and answer the question (that it states how much of a change it will rain for the day) 9. If there is a prediction for rain ask the students what numbers under the percentage mean Listen to the teacher and answer the question ( the amount of rain that is expected) 10. Ask what instrument would be used to measure the amount of rain that falls? Listen to the teacher and answer the question (a rain gauge) 11. Let’s take a look at Saturdays forecast. What is the high temperature for Saturday and what is the low temperature for Saturday. Raise hand and answer the questions 12. What is the estimated wind speed for Saturday and what direction will the wind be? Raise hand and answer the questions 13. What is the chance for precipitation, and if we are getting rain, how much rain are the meteorologists predicting Raise hand and answer the questions 14. Let’s work on Sundays forecast but this time I want you write the information on page 27 Listen to the teacher and be on page 27 on the Disney packet

12. Place page 27 under the Elmo and instruct the students to fill out the information also Listen to the teacher 13. What are the high and low temperature for Sunday? Listen to the teacher and raise hand to answer the question 14.Write the information down on the paper like this : high= Low= And instruct students to go ahead to write the same information on their pages. Write the information on his or her sheet 15.What are the wind speed and direction for Sunday Listen to the teacher and raise hand to answer the question 16. Write the information down on the paper like this: Speed: Direction: And instruct students to go ahead and write the same information on their pages. Write the information on his or her sheet 17. Ask the students if there will be precipitating today and if so, how much rain is expected? Listen to the teacher and raise hand to answer the question 18. Write the information down on the paper like this: Yes it will rain or no it will not rain Amount= Write the information on his or her sheet 19. Repeat steps 13-18 for Monday, but this time call on students to write the information on the packet under the Elmo Repeat steps 13-18….and write information on the teacher packet under the Elmo when the teacher calls on him or her 20. Have students repeat these steps of Tuesday- Saturday Listen to the teacher and complete task 21. After about 10 minutes of completing this task read the directions for the bottom writing portion and ask students if they have any questions Listen to the teacher and if he or she has a questions ask the teacher 22.Write on the board: 1.Check over your paper, and make sure your sentences have: complete sentences correctly spelled words punctuation marks 2. Check over your data and make sure you listed ALL of the information 3.When you have completed steps one and two, do them AGAIN! 4.Close your book, and read to self. Read the front white board

23. We just collected some data for the week that we will be in Florida. Now we have to use that data to help us pack our one suitcase and one carry on bag Listen to the teacher 24. Looking at page 27 what is one item that you know you will need to bring: Raise hand and answer question there will be a large variety of answer….teacher needs to use his or her own judgment on this question 25. Will place page 28 under the Elmo and call on a student to answer the question. If teacher like the answer, write it on the appropriate box on the sheet Watch the teacher 26. Instruct students to turn to page 28 and have then copy the same answer as the teacher Write the answer on the line 27. Repeat steps 25 and 26 until about half of the lines have been filled on both categories Repeat steps 25 and 26 28. Have students work on the writing other items on the sheet on their own. Give them about 5 minutes to complete this task, (if the students are into this task, give them 5 more minutes to finish) Work on the items 29. Instruct students to turn his or her sheet over and write the words Saturday at the top of the paper and Sunday at the middle of the paper Turn the paper over and write Saturday and Sunday on the paper 30. We need to make a list of what we need to accomplish before we leave for the trip on Monday. What can you think of that we need to do? Raise hand and give answers like: Pack suitcase Pack carry on bag Take money out of the bank Get train tickets ready Fill out our itinerary Fill out our schedule 31. Have the students write the answers under the day that they would do this. Have the students write a sentence or two about how they picked what would be done on Saturday and Sunday Will out paper and write what will be done on Saturday and Sunday and explain why or how you picked those days 32. Instruct students to turn back to page 26 in their packet Listen to teacher and turn to page 26 33. Let’s write down the activities that we Have to complete in our calendar. Let’s take a look at Sunday. I would like you take to the information that we just wrote on the back of page 28. We are just going to use Sundays information and move it to page 26. I will give you about 5 minutes to transfer that information. Instruct students to take their time and don’t rush ****Put page 26 under the Elmo and model how the students should be completing this. Listen to the teacher and being taking Sundays information on the back of page 28 and rewrite it on page 26 under the Sunday calendar.

34. Instruct students that we will fill out the schedule together and that we need to start with Monday: Ask students what we have to do on Monday? Raise hand and answer that we have to get on a train 35. Ask students to turn back to page 16 and to tell me what time the train departs for the Chicago Union station? Raise hand and answer 6:10 am 36. Tell students that I would leave about 2 hours before the train departs, so I can make sure I have plenty of time to get there. I don’t want to miss the train. I would then ask that what time would I have to leave my house if I left 2 hours before the train departed Listen to teacher and raise hand and say 4:10 am 37. Let’s go ahead an write this on Mondays calendar on page 26. Teacher will model this under the Elmo and write: Leave my house at 4:10 am and head to Chicago Union Station Arrive at Train station Train departs at 6:10 am Listen to the teacher and write the information down 38. Ask students what else will happen on Monday?Raise hand and answer that the train will stop in Orlando Florida at 11:15pm 39. Will on the schedule 11:15 arrive at Orlando Train station Listen and write the information down 40. Once we arrive what do we have to do?Raise hand and answer get to the lodging place we decided to stay and go to sleep 41. Instruct students that it will take about 30 minutes to get to the lodging places and ask what time would that be? Raise hand and answer 11:45pm 42. Instruct and model for the students to write: 11:45 arrive at (name of the lodging place they are staying at) Listen and watch the teacher and write the information on the sheet 43. Instruct students to take a look at Tuesday. What is something that we have to do on this day and what is the time. If you have forgotten turn back to page: 25 Look back at page 25 and then raise hand and answer the question : Epcot at 9 am to 12 pm 44. Before we write anything down, how many of you are going to eat breakfast that morning? Raise hand if he or she is going to eat breakfast 45. Ask how long it takes them to eat breakfast? Now add about 30 extra minutes because you have to get to the restaurant and you have to wait in line. How many minutes does it take you to just eat breakfast? Raise hand and give answer

46. Write the students answers on the board and then add 30 minutes to them Listen and watch the teacher 47. Ask students how long it takes them to get ready in the morning. Raise hand and answer questions 48. Write the students answers on the boardListen and watch the teacher 49. What do we have to do to calculate what time we need to get up out of bed? Raise hand and answer we need to subtract the amount of time that we will need to eat breakfast and the amount of time it will take us to get ready by 9:00am 50. Model how to calculate this problem. Let’s say it takes me an hour for my breakfast and an hour and a half to get ready what time do I need to get up. Will I will go backwards on the clock 1 hour which will be 8:00 and then I will do backwards another hour which will be 7:00 and I still need to go back a half an hour or 30 minutes which will be what class? Raise hand and answer 6:30 51. Instruct students to calculate his or her own information and to stop once they get the time they need to get up out of bed Listen to the teacher and work on the time they need to get up 52. Walk around the classroom and make sure that the students are getting the correct answer Work on their math problem 53. Model what to put on Monday and say, I just figured out that I need to get up at 6:30 so I am going to write that first on my schedule for Monday 6:30 time to get up 8:00 breakfast 9:00 until 12:00 Epcot Watch and listen to the teacher 54. Remind students that their answer may not be the same as mine or the people next to them. Instruct students to go ahead and write their own times on the schedule Listen and watch the teacher and write the information on the sheet 55. Repeat steps 43 to 54 stop when you have completed Friday Repeat steps 43 to 54 56. Instruct students to write down what they think they will do on Saturday, such as sleep in, unpack, etc. Listen to teacher and finish writing for Saturday

6. Closure (set of key questions for comprehension or processing): For an Exit Slip: have students write why it’s important to have a schedule when you are traveling? 7. Assessment: The teacher will assess students’ ability to explain how the weather can have a major effect on Florida by checking for accuracy with the students written responses. The teacher will assess students’ ability to read and collect data to help make inferences about weather conditions in Florida by checking for accuracy on the student’s written responses. The teacher will assess students’ ability to log the data that is collected about the weather by checking for accuracy on the student’s written responses. 8. Accommodations or Individual Needs: 9. Homework/Announcements: Take packet home and write what will happen on Days 1-4 along with the time they will be there and leave. 10 Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance: Students name:Accommodations: 1.Student A IEP for ADHDThis student will complete this task early, allow student to go to the library and find a book about weather, or do some research on the computer about hurricanes. He can also go onto Education City and play science games about weather for 3 rd grade 2. Student B NO IEP but a struggling studentIf the student has not completed this project allow student B to take the packet to the tutoring program that this student attends after school 3. Student C ELLTeacher can give the ELL student a plastic fake clock to use to help with time

RUBRIC FOR PAGE 17 NAME:_________________ 2 points: NO ERRORS All the information is filled out correctly 1 point: 1-3 errors: Most of the information is filled out correctly with minimal errors 0 points: 4 or more errors. A little amount of the information is correct and has a large amount of errors DAY 1 DAY 2 DAY 3 DAY 4 Teacher comments: Total points: /8

General Lesson Plan 6 Teacher: Ms. Mrs. Mr. Dr. Amie Sallese Date___March 12, 2012_________ (Circle one above) Grade:3 rd ______ Subject: _Social Studies/ Physical Education__Time:_120 minutes_______ (minutes, hours, days, weeks) 1.Materials/Technology: (Attach copies of worksheets, lecture notes, rubrics, etc.) Elmo Website: http://www.wdwinfo.com/wdwinfo/guides/epcot/ep-worldshowcase.htm http://www.wdwinfo.com/wdwinfo/guides/epcot/ep-worldshowcase.htm Globe Pedometers for each student Disney Lodge/Dining/Admission Information packet 2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number): State Goal 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations Learning Standards: apply the skills of historical analysis and interpretation 16.A.2c: ask questions and seek answers by collecting and analyzing data from historical documents, images, and other literary and non-literary sources State Goal 17: understand world geography and the effects of geography on society, with an emphasis on the United States Learning Standards: Locate, describe and explain places, regions and features on the Earth 17.A.2b: use maps and other geographic representations and instruments to gather information about people, places and environments State Goal 22: Understand principles of health promotion and the prevention and treatment of illness and injury Learning Standard A: Explain the basic principles of health promotion, illness prevention and safely 22.A.2c: describe and compare health and safety methods that reduce the risks associated with dangerous situations (e.g., wearing seat belts, and helmets, using sunscreen 3. Performance Objective(s) – Students will be able to… (List Lower-Order (Knowledge, Higher-Order Knowledge, Skill, and Affect as appropriate) Students will be able identify eleven countries that will be seen in Epcot(HOK) Students will be able to estimate and measure the amount of steps taken durning a day(HOK) Students will be able to develop answers to their questions about different countries (HOK) 4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event: Motivation: Spin the Globe and say with enthusiasm., “round and round the globe goes, where it stops nobody knows!!!!” Bridge: Let’s say we could pick where the Globe stopped at what type of place would you like to the Globe to stop at? Would it be a place that is Hot, or Cold, on land, or water, and island, are the mountains, or perhaps in a desert?

5. Procedures: (Provide a description of the sequence of the instructional activities. Indicate both teacher and student activities.) Teacher will:Students will: 1.Instruct students to turn to page 29 and ask the students what we are looking at Listen to the teacher and raise hand to answer the questions: different maps 2. We are going to watch some short clips from the Disney website which is going to help us place the pictures with the correct country and it will even help answer some of our questions. Listen to the teacher 3. Before we begin the short movie clips I would like to tell you the countries that are listed on page 30, everyone needs to turn to page 30 and follow along. (teacher will display page 30 under the Elmo and point to the words as you are reading) Look at the material on the whiteboard and listen to the teacher 4. Instruct students to find the box that states “questions I have about the countries” and state that you want each student to write down at least one question that they have about the country. The rule is you have to have a different question for each country Listen to the teacher and follow along 5. Go to the first box for Canada and write a this questions, “What kind of weather does Canada have” Listen to the teacher and watch what the teacher is writing 6. Instruct students that they can use that same question if they would like, or they may come up with a question about Canada on their own Listen to the teacher 7. Ask if any of the students have questions, if so answer the questions if not go ahead and have the students begin Listen to teacher and raise hand if he or she had a question 8. Give the students about 10-15 minutes to complete this task Work on the questions 9. Inform the students that during the video they will see a map that will show that the country looks like and they will have to write the correct number by the name. Teacher will turn to page 29 and ask the students which number is the United States Listen to the teacher and answer the question the number Seven 10. Turn back to page 30 and write the 7 seven next to the United States Listen and watch the teacher 11. Remind students that they are looking at the map to see what the country looks like, and listening for the answers to their questions Listen and watch the teacher

13. Repeat step 12 until all of the countries have played Repeat step 12 until all of the countries are done 14. Ask the students if the video answered all of their questions Raise hand and answer the question…which should be no. 15. Explain that is ok, because tomorrow when we go to Epcot they will be able to find the answers Listen to the teacher 16. Instruct students to look at their answers to the names and places of the countries. The teacher will place the page 30 under the Elmo and ask who can come and up the correct number of the map for Canada Listen to the teacher and raise hand to write the answer on the sheet under the Elmo 17. Check to make sure that the student is correct, if not ask if anyone else got a different answer and have that student come up and write their answer on the paper Listen to the teacher and raise hand if the teacher ask for a different answer 18. Repeat steps 16 and 17 until all of the countries are don Repeat steps 16 and 17 until all of the countries are done 19. Instruct students to turn to page 31 and ask what they think this sheet is going to be about Turn to page 31 and raise hand and answer the question with WALKING! 20. We are going to talk about how much walking we will be doing when we are at Disney World Listen to the teacher 21. When we going to Epcot and we were to walk all around Epcot we would be walking 2 miles. Does anyone know how many feet are in a mile? Listen to teacher and raise hand and answer (5240 feet) 22. How many of you are going to eat, shop, or go to different theme parks in one day? Listen to teacher and raise hand 23. So give me a prediction on how many steps or feet you think you will walk in one day? Raise hand and give predictions 24. Let’s take a look at my example for day one, I just that I would walk about 10,000 steps or feet which is just a little shy of 2 miles. Listen to the teacher 25. Then that night I found out that I actually walked 13,835 steps or feet. What did I do to found how close I was to my prediction? Listen to the teacher and raise hand with the answer….subtractions 26. What I would like you to do for today is make a prediction on what you think you will be walking tomorrow, and remember that walking all around Epcot will be about 2 miles Listen to the teacher and make a prediction 12. Inform students that the first country that we will be talking about is Canada and have them reread their question so they know what they are listening for Listen to the teacher and the movie

27. Ask students how they think we will measure how many steps the take during a day Raise hand and answer pedometer 28. During our stay at Disney you will make a prediction on how many steps you take and then use your pedometer the following day to collect the data Listen to the teacher 29. Hand out pedometers to each student and instruct them to leave them on their desk Listen to teacher and set the pedometer on the desk 30. Show students how to reset the steps, how to start the counting and how to end the counting Listen and following along with the teacher 31. Have each student pick up the pedometer and practice reset, start and stop the tool and then have the students walk around the classroom with the pedometer on their ankle so we can make sure that it works Practice using the tool and walk around the classroom to make sure that it works 32. Have students look at the bottom of the page and read the directions and what they need to write Listen to the teacher and follow along 33. Instruct students that on the next sheet is some more writing paper Listen to the teacher 34. Review how a sentence needs to be: Complete, proper spelling, and punctuation, and full of details. Listen to the teacher 35. Ask if there are any questions, and answer the questions that the student may have Listen to the teacher and raise hand if he or she has a question 36. Instruct students that they may begin and to turn in there packet when they have check over their work Listen to the teacher and being writing 37. Instruct students that they have turned in their packet they may read to self Listen to teacher

6. Closure (set of key questions for comprehension or processing): For an Exit Slip: have students write why it’s important to have a schedule when you are traveling? 7. Assessment: The teacher will assess students’ ability to estimate and measure the amount of steps taken by checking for accuracy with the students written responses. The teacher will assess students’ ability to identify eleven countries that will betaken during a day by checking for accuracy on the student’s written responses. The teacher will assess students’ ability to develop answers to their question about different countries by checking for accuracy on the student’s written responses. 8. Accommodations or Individual Needs: 9. Homework/Announcements: To calculate the amount of steps that were taken for the day, and to make a prediction for the following day. Remind students to bring their packet back and to be wearing the pedometers!!!!! 10 Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance: Students name:Accommodations: 1.Student A IEP for ADHDAllow student A to use the Globe to locate the countries during the movie, just give specific directions that the globe is a tool not a toy and to use the globe to find the countries 2. Student B NO IEP but a struggling studentassist student when each country is over to make sure that student B is on track 3. Student C ELLAllow student C to sit on the rug and have a closed captioning turned on in Spanish so the student can understand the topic better

General Lesson Plan 7 Teacher: Ms. Mrs. Mr. Dr. Amie Sallese Date___March 13, 2012_________ (Circle one above) Grade:3 rd ______ Subject: _Social Studies/Art __Time:_ 2 ½ hours (minutes, hours, days, weeks) 1.Materials/Technology: (Attach copies of worksheets, lecture notes, rubrics, etc.) Elmo Art and craft supplies such as (yard, fabric, pipe cleaner, foam shapes, etc) Note organizer online compute game http://www.exploreandmore.org/world/default.htm http://www.exploreandmore.org/world/default.htm Online information for kids http://kids.yahoo.com/directory/Around-the-World/Countries http://kids.yahoo.com/directory/Around-the-World/Countries Online information for kids http://curiositycreek.org/Exploration-in-Action/Other-Countries http://curiositycreek.org/Exploration-in-Action/Other-Countries Disney Lodge/Dining/Admission Information packet 2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number): State Goal 16: understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Learning Standard D: understand Illinois, United States and world social history 16.D.2 (W): describe the various roles of men, women and children in the family, at work, and in the community in various time periods and places (e.g., ancient Rome, Medieval, Europe, ancient China, Sub-Saharan Africa) State Goal 17: understand world geography and the effects of geography on society, with an emphasis on the United States Learning Standard C: understand the historical significance of geography 17.C.2a: describe how natural events in the physical environment affect human activities. State Goal 26: Through creating and performing understand how works of art are produced Learning Standard B: apply skills and knowledge necessary to create and perform in one or more of the arts. 26.B.2d: demonstrate knowledge and skills to create works of visual art using problem solving. Observing, designing, sketching, and constructing 3. Performance Objective(s) – Students will be able to… Students will be able to create a paper person that represents a person from a specific country (LOK) Students will be able to explain how the other countries affect the United States (HOK) Students will be able to identify the different roles of men and women from another country (HOK) 4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event: Motivation: Have welcome written on the white board in all 11 different languages, and have the 11 different countries flags displayed on the wall Bridge: Today we are going to Epcot!!!!!!

5. Procedures: (Provide a description of the sequence of the instructional activities. Indicate both teacher and student activities.) Teacher will:Students will: 1.Hand out the foldable note organizer for each student and instruct student to take a pencil out Get a pencil out and wait for teachers directions 2. Place a foldable note organizer under the Elmo and place the title, name, and data on the main page, and then number the other pages starting with 1 and ending with 11. Instruct students to complete the same task Listen and watch the teacher and then work on the same tasks the teacher has just modeled 3. Then write the one country name per paper until all of the country names are written down and instruct students to complete the same task (should look like the first activity paper after the lesson plans) Listen and watch the teacher and then work on the same task the teacher has just modeled. 4. Display the next print out the lists of questions on page 33 and call on students to read the information out loud Turn to page 33 and raise hand to read the information out load 5. Instruct students that they will be give three countries to complete some research on. Teacher will instruct students to circle the countries that the teacher assigns them. (teacher will start at one side of the room and go around the room three times until each student has 3 different countries Listen to the teacher and circle the countries that they are required to get information on 6. Model how to complete this task, by picking a country that this not on the list like Ireland. Listen and watch the teacher 7. First pick the 5 questions that must be answered Such as: population, weather, agriculture, foods eaten, do the kids go to school, and what their houses look like. and look through the text book and see if there is any information that is needed. Next go to the online game and get information Then go the yahoo kids countries for information When finding the information the teacher will write it down on the proper area for the organizer Listen and watch the teacher 8. Once all the questions have been answered the teacher will ask if they have any questions Raise hand if he or she has a question 9. Answer the questions that the students have and then ask break the students into three groups. group 1 will go to the library group 2 will look through their textbooks group 3 will work on the computers Listen to the teacher and go into their groups

10. Remind students that they need to write down the information that they find and that they will stay in that center until the teacher tells them to switch Listen and watch the teacher 11. Walk around the classroom and make sure that the students are on task and completing the correct information, along with answering the questions Work on the tasks 12. Allow the students to be at each center for 20 minutes and then have them switch Work on the task and go to the next center when the teacher says so 13. Repeat steps 11-13 until all of the students have completed each center Repeat steps 11-13 14. Tell the students we are going to switch our what we are doing for a little bit and we are going to work on a art project Listen to the teacher 15. Instruct students to turn to page 34 and along with their art boxes, glue sticks and bottles, scissors, markers, crayons, and color pencils Turn to page 34 and get all of their art items out. 16. Inform the students that they will be able to pick one of the countries that they just did some research on, to give a final report and to create a paper person that would look like someone from that country Listen to the teacher 17.Here is the only rule that we can only have 3 people per country so think out what would be your first pick and then your second pick Instruct students to put a great big star by the country that they will have once it has been approved by the teacher Pick which country they would want first and then second 18. Write each country on the board and then pull sticks to see who will get to pick first Tell the teacher the country that he or she would like to do 19. Continue with step 18 until all of the students have a country Repeat step 18 until everyone had a country 20. Instruct students that they will now make that person on page 34 to look like a person from the country that they just picked. Listen to the teacher 21. Inform students that they will be able to work on this project in class and that they will be able to use the craft box which contains material, stencils, yarn, felt, paints, magazines, pipe cleaner etc. Listen to the teacher

22. Inform students that they will have 1 hour to complete their person, so they need to take their time and either use their textbook internet, library book, to get ideas on how they want to design their person. Listen to the teacher 23. Instruct students that you will tell them when they are at the ½ mark and when they have 10 and 5 minutes left Listen to the teacher 24. Remind students that there are plenty of supplies to go around and that no one should be fighting or taking supplies away from others. Listen to the teacher 25. Instruct students to get starts and once he or she is done they may cut out the person if they would like, just make sure their name is on the back Start working on the project 26. Walk around the classroom and make sure that the students are on task and help when needed Work on project 27. When the hour is up, instruct students that it is time to start cleaning up and that we need the classroom back to the way it was before we started the project Start cleaning up 28. Instruct students to turn their person their organizer and packet into the basket Turn in three items

6. Closure (set of key questions for comprehension or processing): For an Exit Slip: write the country that they will be presenting to the class and write one interesting fact that he or she has learned so far. 7. Assessment: The teacher will assess students’ ability create a paper person that represents a person from a specific country by checking for accuracy on the student’s artist creation. The teacher will assess students’ ability to explain how the other countries affect the United States by checking for accuracy on the student’s written responses. The teacher will assess students’ ability to identify the different roles of men and women from another country by checking for accuracy on the student’s written responses. 8. Accommodations or Individual Needs: 9. Homework/Announcements: To continue calculating the amount of steps that were taken for the day, and to make a prediction for the following day. Remind students to bring their packet back and to be wearing the pedometers!!!!! 10 Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance: Students name:Accommodations: 1.Student A IEP for ADHDIf student A would like he can either add more than 5 questions to his research paper or he may do research on 2 countries. Allow student A to pick what he or she would like to do 2. Student B NO IEP but a struggling studentIs a FANTASTIC artist and can draw very well. If student B would like he or she may draw his own person with the details and he or she may take it home in order to finish 3. Student C ELLAllow student C to complete his or her research paper in Mexico if he or she wants to. Student C knows a lot of information about this country and can help others get a better understanding about Mexico

11 Countries in Epcot By (students name) Date SAMPLE FOLDABLE NOTE ORGANIZER Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Canada China Germany Norway France Morocco Japan Mexico United Kingdom Italy United States

General Lesson Plan 8 Teacher: Ms. Mrs. Mr. Dr. Amie Sallese Date:___March 14, 2012_________ (Circle one above)Grade:3 rd _ Subject: _Science and Math Time:_ 2 hours (minutes, hours, days, weeks) 1.Materials/Technology: (Attach copies of worksheets, lecture notes, rubrics, etc.) Elmo Foldable note organizer List of animals to choose from Distances of the Theme Park Sheet Website that shows the pictures of the animals http://allears.net/tp/ak/ak_anim.htm http://allears.net/tp/ak/ak_anim.htm Website resource: http://netvet.wustl.edu/ssi.htm http://netvet.wustl.edu/ssi.htm Website resource: http://www.bbc.co.uk/nature/animals/ http://www.bbc.co.uk/nature/animals/ Website resource: http://eol.org/ http://eol.org/ White Disney Lodge/Dining/Admission Information packet 2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number): State Goal 8: use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results Learning Standards D: use algebraic concepts and procedures to represent and solve problems 8.D.2. solve linear equations involving whole numbers State Goal 11: understand the process of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems Learning Standards A: know and apply the concepts, principles and processes of scientific inquiry 11.A.2a: formulate questions on a specific science topic and choose the steps needed to answer the questions State Goal 12: understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences Learning Standards B: know and apply concepts that describe how living things interact with each other and with their environment 12.B.2b identify physical features of plants and animals that help them live in different environments (e.g., specialized teeth for eating certain foods, thorns for protection, insulation for cold temperatures) 3. Performance Objective(s) – Students will be able to… Students will be able to calculate and compare the distance that the student has walked to the distance of the theme parks(LOK) Students will be able to understand how to formulate and answer questions about animals(HOK) Students will be able to explain what special features the animal has and why the feature is important (HOK) 4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event: Motivation: Teacher will be wearing a safari outfit, and have the Lion King Theme song playing in the background Bridge: Today we are going to be studying, Lions and Tigers and Bears….OH MY!!!!!

5. Procedures: (Provide a description of the sequence of the instructional activities. Indicate both teacher and student activities.) Teacher will:Students will: 1.Hand out the note organizer to each student and instruct them to take out a pencil Take out a pencil and get a note organizer 2. Place the list of animals under the Elmo and instruct the students that they will get a chance to come up and pick one animal that they will do come research. Listen to the teacher 3. state the name of each animal.Listen to the teacher 4. Instruct students when their stick is pulled they will come up to the front of the room and write his or her name on the line that goes with the animal they would like to research. Once they get back to their set, they need to write the name of the animal in the center of top portion of their note organizer ( teacher will place the note organizer under the Elmo so the students can see where the animal name goes Listen and watch the teacher 5. Start pulling sticks so the students may pick the animal he or she would like to do their research on Come up to the front of the class when his or her name is called, pick and animal and write their name on the line. Walk back to their desk and write the name of the animal on the line 6. once all of the students are done place the note organizer under the Elmo and show the students the rest of the information that needs to be places on their note organizer Listen and watch the teacher and copy what the teacher is doing. 7. Will divide the students into three groups. One group will go on the computers, one will go to the library, and the third will stay in the classroom and use their science textbooks, and all three groups will complete research activities. Go into the groups that the teacher has assigned them to be in 8.Have the computer programs that the students can use on the desk top which are the following: 1. http://netvet.wustl.edu/ssi.htm http://netvet.wustl.edu/ssi.htm 2. http://www.bbc.co.uk/nature/animals/ http://www.bbc.co.uk/nature/animals/ 3. http://eol.org/ http://eol.org/ Gather information about their animal at a center 9. Walk around the room and help students that need extra help, and assist students that have questions Work on information 10. Have centers switch in 20 minutesSwitch groups

11. Repeat steps 9 and 10 until all of the groups have been to each center Work on group information 12. Will have each student go onto the computer and print out a picture of their animal (eight students may go at a time) Use website: http://allears.net/tp/ak/ak_anim.htmhttp://allears.net/tp/ak/ak_anim.htm Either go to computers to print out their animal or sit and wait until it is their turn. 13. Once the picture has printed out have the students write his or her name on the back of the paper and have them cut out the paper on glue it on the back of their organizer Write name on the back of the picture and cut out the picture and glue it on the back of their note organizer 14. Instruct students to put everything away when they are done to get their jackets on and to line up at the door Finish cutting and gluing, put items away, get their jacket on and line up at the door and 15. Remind students that they should still be wearing their pedometer. We are going to take a walk. But it’s not going to be any type of walk, we are going to walk the distance of going around Animal Kingdom. Listen to the teacher 16. Ask who remembers how many miles it was to walk around the perimeter of Epcot? Raise hand and answer 2 miles 17. Instruct students that they will be walking less than two miles and that they need to make a prediction of how many miles they think we will walk Make a prediction of the distance they will be walking 18. Lead the students outside to the parking lot, and then instruct the students that they will be walking about the school property until they reach the final amount they need to. Listen to the teacher 19. When they have walked about ½ a mile or 2, 620 feet, instruct students to walk back to the concrete or sidewalk. Walk back to the sidewalk 20. Ask students to raise their hand if they are tiredRaise hand if they are tired 21. Explain to the students that we walked ½ a mile and that Animal Kingdom is 1 ½ miles around the perimeter, and that only includes walking around the edge of the Animal Kingdom. Listen to the teacher 22. Ask how many students would like to go in to the classroom and get some water Raise hand if they would like to get some water 23. Have students line up at the main doors and take the students to the water fountain for a drink Line up and get a drink at the water fountain. 24.Gave students put their jackets away and take out their Disney packet and pencil Put jacket away and take out packet and pencil

25. Instruct students to turn back to back 31 and take out a pencil Turn to page 31 and take out a pencil 26. We are going to take the data the we have collected and see how far we have walked in the Disney Theme Parks Listen to the teacher 27. Instruct student to look at the Elmo and teacher will state that I went to Epcot and I know that Epcot is 2 miles around the perimeter and I looked at my sheet on page 31 for day 1 and it states that I walked 8,269 steps. I need to figure out if I would have made it around the park, and I need to know by how much Listen to the teacher 28. Model how to step up the problem and ask the students what I need to do to find the answers Raise hand and answer subtract 29. Finish working out the problem and ask the students if any of them have questions about what we have done so far Listen to the teacher and raise hand if there is a questions 30. Answer the questions that the students haveListen to the answers 31. Explain to the students that they can use days one and days 2 any of the theme parks that are on the whiteboard. They need to complete page 31 and 32. Listen to the teacher 32. Ask the students if they have any questionsRaise hand if they have a questions 33. Answer any questions that the students have and then have them begin their task Work on their math

6. Closure (set of key questions for comprehension or processing): For an Exit Slip: Stand up Hand up Pair up and share something that you have learned today about your animal 7. Assessment: The teacher will assess students’ ability by calculate and compare the distance that the student has walked, to the distance of the theme parks by checking for accuracy on the student’s written responses. The teacher will assess students’ ability understand how to formulate and answer questions about animals by checking for accuracy on the student’s written responses. The teacher will assess students’ ability to explain what special features the animal has and why the features are important by checking for accuracy on the student’s written responses. 8. Accommodations or Individual Needs: 9. Homework/Announcements: To continue calculating the amount of steps that were taken for the day, and to make a prediction for the following day. Remind students to bring their packet back and to be wearing the pedometers!!!!! 10 Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance: Students name:Accommodations: 1.Student A IEP for ADHDIf student doesn’t feel that these animals are a challenge, allow Student A to go on the Disney Website and pick out a new animal 2. Student B NO IEP but a struggling studentPick student B stick first so this student will have the chance of picking an animal that he/she has prior knowledge about (example lion, elephant) 3. Student C ELLMay need additional time to complete the task. Allow the student to take the note organizer home if the student hasn’t completed the task on time.

What Animal Do I Want 1.Black Rhinoceros ___________ 2.Galapagos Tortoise ____________ 3.Gray Kangaroo _____________ 4.Rhinoceros Iguana _____________ 5.Colobus Monkey _____________ 6.Meercat ____________ 7. Llama ___________ 8. Asian Tiger ___________ 9. Green Winged Dove ___________ 10. American Crocodile ___________ 11. Two-Toes Sloth ___________ 12. Rodriguez Fruit Bat ____________ 13. Golden Backed Woodpecker ___________ 14. Eld’s Deer ___________ 15. Blackbuck Antelope ___________ 16. Tawny Owl ___________ 17. Tunis Sheep ___________ 18. Vasa Parrot ___________ 19. Striped Skunk ___________ 20. Fox ___________ 21. Bushed Tailed Possum ____________ 22. Cheetah ____________ 23. African Elephant ____________ 24. African Lion ____________ 25. Giraffe _____________

NAME OF ANIMAL By (students name) Date SAMPLE FOLDABLE NOTE ORGANIZER Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 What does the animal look like What country does the animal lives? What type of weather conditions does the animal live in? Notes about a classmates animal What kind of food does the animal eat? Would you want to have this animal as a pet? Why or Why not What does the animal do to protect itself? Is your animal an endangered species Notes about a classmates animal What is the biggest enemy for this animal? Notes about a classmates animal

Distances for the Theme Parks!!!! (Jelsoft, 2012) THEME PARKDISTANCE Animal Kingdom1.5 miles or 7,920 steps Magic Kingdom1.5 miles or 7,920 steps Epcot2 miles or 10, 560 steps MGM/ Hollywood Studios 1.0 miles or 5,280 steps Blizzard Beach½ mile or 2,640 steps Typhoon Lagoon½ mile or 2,640 steps

General Lesson Plan 9 Teacher: Ms. Mrs. Mr. Dr. Amie Sallese Date___March 15, 2012_________ (Circle one above)Grade:3 rd _ Subject: _L.A& Reading/ PE and Health Time:_ 2 hours (minutes, hours, days, weeks) 1.Materials/Technology: (Attach copies of worksheets, lecture notes, rubrics, etc.) Elmo Website: www.caloriecounts.comwww.caloriecounts.com “Tea and Crackers” (hot chocolate and cookies) Salsa Chips Plates Napkins spoons Construction paper Butcher paper divided into 11 sections Magazines White Disney Lodge/Dining/Admission Information packet 2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number): State Goal 1: Read with understanding and fluency Learning Standard C: Comprehend a broad range of reading materials 1.C.2d summarize and make generalizations from content and relate to purpose of material. State Goal 21: Develop team-building skills by working with others through physical activity Learning Standard A: Demonstrate individual responsibility during group physical activity 21.A.2c work independently on task until complete State Goal 22: understand principles of health promotion and the prevention and treatment of illness and injury Learning Standard B: Describe and explain the factors that influence health among individuals, groups, and communities 22.B.2 describe how individuals and groups influence the health of individuals (e.g., peer pressure, media and advertising) 3. Performance Objective(s) – Students will be able to… Students will be able to explain what is needed in order to make an invitation (LOK) Students will be able to work independently on a task until it is complete. (S) Students will be able to describe how different factors influence what we eat (HOK) 4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event: Motivation: Teacher will have the room all decorated with balloons, streamers, confetti, table clothes, and have a big piece of butcher paper on the board that states “WE’RE HAVING A CELEBRATION” with the song We’re Late from Alice and Wonderland” playing in the back ground. The teacher will be wearing a BIG hat and pair of fake reading glasses and a pocket watch! Bridge: We’re Late for a very important date….but what date….let’s have some “tea and crackers” and see if we can figure out what we are late for!

5. Procedures: (Provide a description of the sequence of the instructional activities. Indicate both teacher and student activities.) Teacher will:Students will: 1.Hand out a cup of hot chocolate and a cookie to each student 2.Ask students why they think that classroom is decorated (instruct students to throw away their garbage when they are done) 3. Instruct students to think back to what information is on a Birthday invitation? Teacher will write down the student responses on the board Take a cup of hot chocolate and a cookie Raise and answer “we’re having a party” Raise hand and answer: Who the party is for Where the party will be The date of the party The time of the party The information about when and who to let know if you are attending or not called the RSVP 4. We are going to each make an invitation to hand out to the rest of the school teachers and students. We need to make sure that we address all of those questions the you just mentioned. Teacher will work going down the list and ask everyone should write for the sections Listen to the teacher 5. Instruct students to look at the question “who is the party for” and ask who they think the party is for Raise hand and with the correct answer of “the whole class” 6. Instruct students to look at the question “where the party will be” and ask where they think the party will be Raise hand and correctly answer questions with “in our classroom” 7. Continue steps 3 and 4 until all of the questions are answered Raise hand with the correct answers March 16 th, 2012 Anytime between 1pm and 2:30pm Please send a note back stating if you can or can’t come and around what time will our class attend 8. Have the students come up and pick out a piece of construction paper and their art boxes one group at a time Pick out a piece of construction paper along with his or her art box 9. Instruct students and write on the white board that they: 1. can make the invitation however they would like, but they need to take their time, 2.need to write so that the people receiving the invitation can read it. 3. include all the invitation information Listen to the teacher 10. Instruct students that they will have 20 minutes to complete this task and that they may begin Listen to the teacher and start the project 11. Walk around the room, and check over the students work and answer questions Work on the invitations

12. Instruct students that once they are done they need to clean up and put their art box away. Clean up area when done with invitation 13. Have students take the hall pass and hand deliver their invitation to the correct teacher Hand deliver the invitation to the correct teacher 14. Take out the jar of salsa and ask how many people have some type of salsa out of a jar? Raise hand if they have had the jarred salsa 15. Ask if any of the students have ever made or seen someone make salsa? Raise hand if they have made or seen someone make salsa 16. Instruct students to get on their jackets and line up at the door Get on his or her jacket and line up at the door 17. Take students outside to the vegetable plants: tomatoes, green and read peppers, onions, cilantro, lettuce, green beans, and herbs (if the school doesn’t have a green house or garden get these items from the grocery store) Walk outside to the plants with the teacher 18 Ask the students what these plants have anything to do with Disney and our party? Raise hand and give ideas: Correct answer: Disney has their own garden that they used for out items on some of our foods Need salsa to serve at the party for the students and the teachers 19. Instruct students that we are going to go back to the classroom, but before we return to the classroom and go to Animal Kingdom today, we need to each get a piece of produce. Teacher will have 15 students get tomatoes, 3 get a bunch of cilantro, 2 get a red pepper, 2 get a green pepper and 1 get an onion. Collect the produce and return to the classroom 20. Instruct student to put those items in the basket in the front of the classroom Place their items from the garden in the basket 21. Place the jar of salsa under the Elmo and take a picture (FREEZE) the nutritional label Watch the teacher 22. What does the plants, a nutritional label and Disney World all have in common? Raise hand and give answer: Correct response is: Disney has their own garden that they use to feed the guest that eat at Disney, and Disney also takes nutrition very seriously and they provide healthy options that the guest can eat that come from their organic garden

23. Have the website www.caloriecounts.com displayed on the computerwww.caloriecounts.com Watch the teacher 24. Instruct the students to take a look at jar of salsa and to state the brand name of the salsa, and teacher will type the information in. Listen to the teacher and raise hand to give the name brand of the salsa 25. Search the calorie counter website for the bottle of salsa and click on the screen to show the nutritional information, and have the students pay close attention to the sodium (salt) and the grade that the website gave the salsa and ask the students what the grade for the salsa is Raise hand and give an answer 26. State what do you think would happen if we made our own salsa from these items we just picked from the garden? Raise hand and give his or her answer 27. Search the website for homemade salsa and display the information on the whiteboard and instruct students to look at the new data we have and tell me some of the differences Look at the information on the white board, and raise hand to give differences in the salsa’s less sodium, Fewer calories, A better grade 28. If you could take about 5 minutes to prepare your own salsa and you knew that it would be better for you, would you do it. Give me a thumbs up if you would take the extra time to have something that is healthier and a thumbs down if you would rather stick with the premade items, and a thumbs to the side if it would depend on the taste Give a thumbs up a thumbs down or a thumbs to the side 29. Well I think it is only fair what we have taste test. We will compare the salsa that is in the jar, and the salsa I made from these items from our garden. You will then vote on which one is better Listen to the teacher 30. Take the homemade salsa out of the refrigerator in the classroom, and open the jar of salsa, the bag of chips, take out the plates, napkins and spoons Listen and wait for the teacher 31. Call the students up the front of the room and give them 2 chips and one scoop of both salsa on a plate w/ one napkin Come to the front of the classroom to get the chips and salsa napkins and plate 32. Once the students are done have them throw the items away in the garbage and get one sticky note to write either: homemade salsa, or jarred salsa. Have students place vote in the basket Throw items away, get a sticky note and vote on which one wins

33. Have the website www.caloriecounts.com displayed on the computerwww.caloriecounts.com Watch the teacher 34. Instruct the students to take a look at jar of salsa and to state the brand name of the salsa, and teacher will type the information in. Listen to the teacher and raise hand to give the name brand of the salsa 35. Search the calorie counter website for the bottle of salsa and click on the screen to show the nutritional information, and have the students pay close attention to the sodium (salt) and the grade that the website gave the salsa and ask the students what the grade for the salsa is Raise hand and give an answer 36. Tally up the votes and ask the students which one won All state that the homemade salsa won! 37. Since we have been talking about Disney for 2 weeks I think it would be a good idea to make the salsa that we just made today for our Celebration. Disney provides their guests with healthier foods to eat and I think we should do the same thing. We also have all of the ingredients that we picked from the garden too, and we don’t want them to go to waste Listen to the teacher 38. Ask the students if they have questions about gardens, produce or the salsa? Raise hand if they have a question 39. Answer the questions that the students askListen to the answers to the questions 40. State that we have been talking about food and about the nutrition that the food offers: what do you think causes us to eat the foods that we eat Raise hand and give answers such as: Parents decide Taste Friends Commercials 41 What are some things that we can do to help us make more healthier decision about food? raise hand and give some answers such as: Not eat the bad foods Eat healthier Don’t listen to my friends Don’t eat junk food 42. What would happen if we didn’t make some healthy choices and went to McDonalds, or Wendy’s or had a candy bar every time we saw a commercial that wanted use to eat their product Raise hand and give answers

43. Ask students Why do you think that Disney World decided to have a garden and serve healthier foods Raise hand and give their answers 44. Since we are getting to the end of our unit, I would like to know what you have learned so far in this unit. I would also like to know what you liked the most about this unit too. Instruct students that they will be assignment a partner and they will have a portion of the butcher paper, and they need to cover the paper, with words pictures or drawings that show and tell me what has been learned to far Listen to the teacher 45. Instruct students that when their name is called they need to get their art box, a couple of magazines, and go to one of the areas on the butcher paper. Remind students to write their name in the area they are working at so I know what area they had Listen to the teacher, and get art box when his or her name is called 46. Instruct students to begin working on project until 30 minutes is up Work on project for thirty minutes

6. Closure (set of key questions for comprehension or processing): For an Exit Slip: Each groups will turn to another group and explain one of the items that they put on the butcher paper. 7. Assessment: The teacher will assess students’ ability to explain what is needed in order to make an invitations by checking for accuracy on the student’s verbal responses. The teacher will assess students’ ability to calculate the nutritional facts found in foods by checking for accuracy on the student’s written homework responses. The teacher will assess students’ ability to describe how different factors influence what we eat by checking for accuracy on the student’s verbal responses. 8. Accommodations or Individual Needs: 9. Homework/Announcements: HOMEWORK: Calculate the amount of calories that your dinner has tonight and then tell me if you could have done anything differently to make the dinner healthier To continue calculating the amount of steps that were taken for the day. REMIND STUDENTS THAT THE PEDOMETERS WILL BE COLLECTED TOMORROW!!!! Remind students not to worry about presenting their information tomorrow and that they will all do a great job! 10 Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance: Students name:Accommodations: 1.Student A IEP for ADHDSince there is a lot more sitting today, have Student A help pass out items today, like the napkins, and to run a couple of notes to teachers or the office, if student A is getting restless 2. Student B NO IEP but a struggling studentHas a garden at home: ask him questions about how he takes care of a garden or if they have certain plants in their garden. All this student to share is expertise on gardening! 3. Student C ELLno accommodations are needed for Student C

General Lesson Plan 10 Teacher: Ms. Mrs. Mr. Dr. Amie Sallese Date___March 16, 2012_________ (Circle one above)Grade:3 rd _ Subject: L.A& Reading/Science/ S.S. Time:_ 3 hours (minutes, hours, days, weeks) 1.Materials/Technology: (Attach copies of worksheets, lecture notes, rubrics, etc.) Homemade salsa from garden Chips Plates Napkins Spoons Rubric Sign by the food Sign on the Door Finished butcher paper divided into 11 sections White Disney Lodge/Dining/Admission Information packet 2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number): State Goal 5: Use the language arts to acquire, assess and communicate information Learning Standard C: apply acquired information, concepts and ideas to communicate in a variety of formats 5.C.2b: prepare and deliver oral presentations based on inquiry and research State Goal 11: understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems Learning Standard A: know and apply the concepts, principles and process of scientific inquiry 11.A.2e report and display the results of individual and group investigations. State Goal 17: understand world geography and the effects of geography on society, with and emphasis on the United States Learning Standard A: locate, describe and explain places, regions, and features on the Earth 17.A.2a compare the physical characteristics of places including soils, land forms, vegetation, wildlife, climate, natural hazards. 3. Performance Objective(s) – Students will be able to… Students will be able to deliver an oral presentations based on research(HOK) Students will be able to report and display information about animals in front of a group (HOK) Students will be able to explain a country’s land formation, climate, and vegetation (HOK) 4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event: Motivation: Teacher will be able wearing a Disney outfit, and a Disney Hat, and a Disney lanyard. The classroom is still set up with decorations for the day before, and on the white board the filled out butcher paper is on display. Bridge: We have some guests on their way and we need to be ready to go…so let’s finish this unit and show the other students what you have learned!

5. Procedures: (Provide a description of the sequence of the instructional activities. Indicate both teacher and student activities.) Teacher will:Students will: 1. Call on 2 students to open plates and put them on the long table by the door Open plates and put them on the long table by the door 2. Call on 2 other students to open the napkins and put them on the long table by the door Open the napkins and put them on the long table by the door 3. Call on 2 other students to open the spoons and put them on the long table by the door Open the spoons and put them on the long table by the door 4. Call on 2 other students to open the salsa and put them on the long table by the door Open the salsa and put them on the table by the door 5. Instruct students to take out their packet and place the packet in the basket and to also take out their note organizers about their country and their animal Place packet in the basket, take out their note organizer for the animals and country 6. Instruct students that when you pull their stick they will pick one of their note organizers and go to the front of the classroom and read all the information on the paper. Listen to the teacher 7. Get out of the teachers note organizer and model how to complete this task Listen and watch the teacher 8. Ask if any of the students have any questionsRaise hand if he or she has a question 9. Answer the question that the students haveListen to the answer 10. Instruct students that they may line up and take a plate, napkin, spoon, and take 2 spoonfuls of salsa, and 4-6 chips and have a seat at his or her desk Listen to teacher and get items 11. Ask students what is so special about out salsa?Raise hand and answer that it’s homemade and from our garden 12. Remind students that if they are not up speaking they are to be: Sitting quietly 1. Taking notes from the speakers 2. Other students will be coming into the classroom, and they shouldn’t be distracted. 3. Give an applause when the person is done presenting 4. BE RESPECTFUL and remember EVERYONE will have to speak in front of the classroom twice today Listen to the teacher

13. Pull the first stick and have that student beginCome to the front of the classroom and begin his or her oral presentation 14. Clap hands when the student has finished their presentation Clap for the student who presented 15. Repeat steps 13 and 14 until all students have presented at least once Repeat steps 13 and 14 16 give the students a 10 minute break to use the restroom, talk with their friends and get up and walk around Use the bathroom, get a drink of water and talk with friends 17. Instruct students to have a seat after their 10 minute break is up and repeat step number 12. Return to his or her seat and then listen to the teacher 18.Repeat steps 13 and 14 until all of the students have presented their note organizer Repeat steps 14 and 14 19. Once everyone is done, the teacher will instruct the students to stand up and the teacher will give them a round of applause and PRAISE the students for their hard work Stand up and listen to their applause 20. Instruct students to put both of their note organizers in the basket and grab a dry erase marker and find a place to write on the white board Turn in their packet, get a dry erase marker, and find a place to write on the write on the white board

6. Closure (set of key questions for comprehension or processing): For an Exit Slip: Students will walk up to the white board and rate this unit. (10 being the best and 1 being the worst) and write a sentence explaining why they gave this unit that rating. 7. Assessment: The teacher will assess students’ ability to deliver an oral presentation based on research by checking for accuracy on the student’s verbal responses. The teacher will assess students’ ability to report and display information about animals in front of a group by checking for accuracy on the student’s verbal responses. The teacher will assess students’ ability to explain a country’s land formation, climate, and vegetation by checking for accuracy on the student’s verbal responses. 8. Accommodations or Individual Needs: 9. Homework/Announcements: Give the students another round of applause and praise them for all they have done and that you are very proud of them and their hard work has paid off! 10 Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance: Students name:Accommodations: 1.Student A IEP for ADHDStudent A will have a hard time sitting during this activity…allow student A to stand in by his desk, and he may use a stress ball if he starts getting fidgety. 2. Student B NO IEP but a struggling studentWill needs some words of encouragement before presenting the information….pull his stick towards the beginning, but go over and talk with him and let him know how many people will be before him and remind him of how smart he is and that he can do this! 3. Student C ELLRemind Student C that it’s ok to slow down and to read his book. Remind him not to focus on the people watching him, pretend that you are just reading the information to me. Keep giving him a thumbs up as he is reading and give him smiles when he makes eye contact!

WELCOME TO OUR CELEBRATION!!!!

Please take a plate, spoon, napkin 2 spoonfuls of salsa 4-6 chips Enjoy the homemade salsa, compliments from our school garden! Please take a plate, spoon, napkin 2 spoonfuls of salsa 4-6 chips Enjoy the homemade salsa, compliments from our school garden!

Beginning 0 Developing 3-5 Accomplished 6-8 Mastery 9-10 Score -no effort in presenting information -little effort in presenting -whispers all of the information -didn’t read all of the information in the note organizer -good effort in presenting -had a hard time speaking clearly/ and at a good volume -read most of the information in the note organizer -outstand effort in presenting -spoke clearly and used a good volume -read all of the information in the note organizer /10 Beginning 0 Developing 3-5 Accomplished 6-8 Mastery 9-10 Score -no effort in presenting information -little effort in presenting -whispers all of the information -didn’t read all of the information in the note organizer -good effort in presenting -had a hard time speaking clearly/ and at a good volume -read most of the information in the note organizer -outstand effort in presenting -spoke clearly and used a good volume -read all of the information in the note organizer /10 Country Presentation Country Name: Animal Presentation Name of Animal : Name: Teacher comments: Teacher’s comments:

General Lesson Plan 11 Teacher: Ms. Mrs. Mr. Dr. Amie Sallese Date___March 16, 2012_________ (Circle one above)Grade:3 rd _ Subject: LA/Reading Time:_ 1 hours (minutes, hours, days, weeks) 1.Materials/Technology: (Attach copies of worksheets, lecture notes, rubrics, etc.) 2 portfolio worksheets Disney Packet Disney Pencil Eraser Elmo 2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number): State Goal 1: Read with understanding and fluency Learning Standards C: comprehend a broad range of reading materials 1.C.2d summarize and make generalizations from content and relate to purpose of material 3. Performance Objective(s) – Students will be able to… Students will be able to examine what has been learned through the Disney unit (HOK) 4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event: Motivation: Teacher pass out a new Disney Pencil and an eraser to each student. Bridge: This is our final activity for our unit. Instead of having you take a test, I would like you to add another section to your portfolio.

5. Procedures: (Provide a description of the sequence of the instructional activities. Indicate both teacher and student activities.) Teacher will:Students will: 1.Have the paper passer outers hand out the portfolio packet to each student and have the rest of the students put his or her name on the packet Either pass out the packet or put his or her name on the packet 2. Instruct students to take out their Disney packetsTake out their Disney packets 3. Call on the students to read the information on page one out loud and have the rest of the students follow along read the information out loud or follow along as the other students are reading 4. Once all the reading is done on page one have the students turn to page 2 Turn to page 2 4. Model how to fill out the 2 nd sheet of paper by placing page 2 under the Elmo Watch and listen to the teacher 5. Teacher write one of the project names down in the Title of project: “Water Cycle” Write: “Disney World” for Unit of the project 1.For the Description of the project: Write: “I had to talk about the water cycle and how the water cycle effects the weather in Florida 2.For How would you improve this project; Write: “ I would have checked over my spelling when I had to write my sentences” 3. Why did you choose this project and what did you learn by doing this project? Write: “ I learned that there are many steps that need to take place when it rains and that the water just doesn’t disappear into the ground Watch and listen to the teacher 6. Ask students if they have any questionsRaise hand and ask questions 7. Answer the questions that the students haveListen to the teachers answers 8. Instruct students that once they are done, they need to check over their work and then check over their work again, and then they can turn it in the basket. Once they are done they may read to self Listen to the teacher 9. Instruct the students to beingStart on the projects

6. Closure (set of key questions for comprehension or processing): draw a picture on the whiteboards of their favorite activity that we completed. 7. Assessment: The teacher will assess students’ ability to examine what has been learned through the Disney unit by checking for accuracy on the student’s written responses. 8. Accommodations or Individual Needs: 9. Homework/Announcements: 10 Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance: Students name:Accommodations: 1.Student A IEP for ADHDAllow student extra paper to express all of his or her thoughts 2. Student B NO IEP but a struggling studentAllow student B extra time to complete this task 3. Student C ELLAllow student to express his/her thought and them help him/her write that information down on paper.

Portfolio Time It is time to reflect or think about what you have completed during our unit on Disney World. You will put together a folder of at least four of your pieces of work from this unit. DIRECTIONS: You must write about…  One project you did very well on  One project you thought you could have done better on  Your favorite project from this unit  The project that was the most challenging for you from this unit  Remember you can do more than four! What we have done during our Disney Unit! This is a list of what we have done during this unit. Any of the items listed below can be used for your portfolio o Numbering and labeling the states (page 1) o Temperature differences between Illinois and Florida (page 3) o Budgeting a trip (page 5) o Creating a survival kit (page 8) o Water cycle (page 9) o Items to stay healthy (page 19) o Picking amusement park tickets (page 25) o Making a schedule (page 26) o Making a daily planner (page 17 and 18) o Temperature, wind speed and precipitation (page 27) o Items to pack for the trip (page 30) o Country research project(note organizer) o Walking project (page 31) o Decorating a person (page 34) o Animal research project (note organizer) o How far did I walk (page 35) o Giving the presentation

Name:________________________ Title of activity:_________________ Name of unit:__________________ Description of the project ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________ How would you improve this project? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________ Why did you choose this project AND what did you learn by completing this project ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________

Criteria3210 Write about 4 different projects that were completed in the Disney Unit. Wrote about 4 different projects Wrote about 3 different projects Wrote about 2 different projects Wrote 1 or 0 projects Write about one project you did very well on Correctly filled out the worksheet and answered all three question One section not completed on the worksheet 2 sections are not completed on the worksheet 3 or more sections are not completed on the worksheet Write about one project you thought you could have done better on. Correctly filled out the worksheet and answered all three questions One section not completed on the worksheet. 2 sections are not completed on the worksheet 3 or more sections are not completed on the worksheet Write about your favorite project from this unit. Correctly filled out the worksheet and answered all three questions One section not completed on the worksheet 2 sections are not completed on the worksheet 3 or more sections are not completed on the worksheet Write about the project that was the most challenging for you from this unit Correctly filled out the worksheet and answered all three questions One section not completed on the worksheet 2 sections are not completed on the worksheet 3 or more sections are not completed on the worksheet NAME:______________________ Rubric for portfolio activity: Teacher comments: Total points /15

Student portfolio’s at work There are two good things about the timing of our unit on Disney World. First, we have parent teacher conferences right after the end of this unit. Second this unit allows the students to reflect about they have learned along with some areas that they feel they need to still work on. For these reasons, the students will be able to show their portfolio with their parents. Since the students were able to choose the entries in their portfolio the student parent conference should run smoothly. This also allows the parents to see the hard work that their child has completed during the Disney unit. The students were required to choose at least four projects from the Disney unit. Every student needed one activity that they did really well on, one they felt they could have done better on, their favorite project during this unit, and the activity during this unit that was the most challenging. Each student must complete the reflections that are filled out by him or her. I will collect the students work and file them in the students portfolio folder and then put it in the filing cabinet. Each student will be allowed to add addition items and journal entries to his or her portfolio. On the night of parent teacher conferneces, the students are encourages to come with their parents. The first part of the conferences I will answer any questions or concerns that the parents and or student might have. The second part of the conference will be the student sharing and talking about his or her portfolio. They will share any pieces they wish to share with the parents and say whatever they wish to say about the pieces of the portfolio. Before the night of conferences I will encourage the students to share their best papers as well as their ok papers with their parents, adding that it is good that parents see how their child has improved over the semester, quarter and the Disney Unit. The discussion on the night of conferences will be student based.

In addition to conferences when parents will see their child’s work, I will also have a piece of each student’s work handing in the halls and around the classroom. This will ensure that anyone walking down the hall or in the classroom will always see how hard the students in the classroom work. Parents will always be welcome in the classroom to observe the activities taking place in the classroom. A classroom newsletter will also be sent home weekly, with highlights and notes about current projects and units, and future projects and units that will be coming up. The parents will also be encouraged to come and observe their child presenting information to the class.

Reflection How can I sum up this IDU, other than saying it was a lot of work, but well worth the effort. There was a lot to learn from this project, such as thinking about the whole activity and trying to foresee any problems that could arise during the unit. I feel that this lesson was time consuming, however, I feel more confident in writing my lesson plans and completing projects that involve more than one subject area. By completing this IDU I now know how much time and effect must be put into having a 2 week lesson for third graders. What I appreciate the most from the IDU is how easy it is to include other subjects into an activity. There are subjects that students don’t like, but if the teacher can have other subject areas involved in the lesson, the great the chances that the students will be able to connect the “blue dots” and be able to succeed. I have a greater understanding of the amount of flexible the teacher and the students must also have in order to the IDU to be successful. The normal daily schedule can be effected by the activities and lessons that the teacher will have planned. I don’t know if I would change anything for my lesson plans, or my actually IDU, if I had to do this activity over again. I feel the only thing that I would have changed has to do with me using my time more effectively at home. I would have started my lesson plans for phase two sooner, so I wouldn’t have had to rush myself to get the lessons turned in. I am glad that the University of Saint Francis requires the future teachers to complete the IDU. I feel that this activity is something that I can actually bring into my classroom, and use my IDU in any grade level. I feel that this activity was a lot of work, put a very rewarding experience. I am actually sad that I have completed the IDU and that I am preparing to turn in my whole project.

NAME:_________________ Disney World Unit: Science Social Studies Math Language Arts Reading Physical Education Health Music Art What do you hope to learn from this unit? (Davis, 2002)

Number and label the STATES that the train will go through in order to reach our final destination in the shortest distance: 1. 2. 3. 4. 5. 6. WORD BANK Louisiana Florida Mississippi Kentucky Tennessee Illinois Page 1 (Karlson, 2008)

(Moen, 2008)

Chicago Florida (Summers, 2012) (Saurer, 2011)

High temperature of the dayLow temperature of the day Day 1 Day 2 Day 3 Day 4 Day 5 Temperature Difference from Illinois to Florida What is this information telling me about preparing for the Florida trip? Page 4

My Budget BudgetCostBalance $2,500 Train Tickets Lodging Meals/Snacks Tickets to Park Souvenirs Unexpected costs Page 5

Train TicketsLODGING MEALS Day 1MEALS Day 2 MEALS Day 3Meals Day 4 MEALS Day 5Snacks Tickets to the ParksSouvenirs Unexpected costs Page 6

Scratch Paper Page 7

Survival Kit To Stay Safe and Healthy: ITEMWhat will the item “DO” 1. 2. 3. 4. 5. 6. What could happen if I don’t have these items? Remember to have at least 2 complete sentences. Page 8

weather (Family,2010) Using the above picture and the videos that we watched earlier this morning to: 1.EXPLAIN how the water cycle will impact our trip to Florida. 2.PREDICT the weather forecast for Florida in the Month of April

BREAKFAST Rainforest Café Animal Kingdom Breakfast Bonanza Tonga Toast - Baked cinnamon French toast with warm maple syrup topped with fresh strawberries, bananas and walnuts. Also available without nuts. $9.99 Breakfast of Bandits - Scrambled eggs, choice of bacon or sausage, served with breakfast potatoes and fresh fruit $8.99 Benedict Bamba - Traditional Eggs Benedict: Toasted English muffin halves, poached eggs, Canadian bacon, topped with Hollandaise sauce. Accompanied by breakfast potatoes and fresh fruit $10.99 Pie of the Viper - Fresh baked Mexican-style breakfast pizza brushed with salsa and topped with scrambled eggs, Roma tomatoes, cilantro, red, green & Poblano peppers, and cheddar cheeses and our four cheese blend. $11.99; add bacon or sausage $.99 Cisco and Pancho - A flat iron steak broiled to order. Served with scrambled eggs and breakfast potatoes. $13.99 Egg White Omelette - A little lighter fare, our egg white omelette is made with tomatoes, Swiss Cheese, spinach, and mushrooms. Served with fresh fruit and toast. $10.99 Ozzie's Omelette - 3 egg omelette with your choice of cheddar cheese, onions, mushrooms, sausage, bacon or green bell peppers. Served with breakfast potatoes $10.99; add additional items $.50 Forest Combo - fresh seasonal fruit and a hot bowl of oatmeal served with brown sugar. Fresh seasonal fruit included pineapple, strawberries and red seedless grapes $8.99 Cha Cha's Wild Waffle - freshly made (Wells, 2012) Hollywood and Vine Disney's Hollywood Studios Buffet Character Breakfast Breakfast: 8 - 11:20 a.m. Join Little Einsteins June and Leo, Handy Manny, and Special Agent Oso for breakfast. Sing and dance along with your hosts, the Playhouse Pals, as they entertain you with interactive moments featuring everyone's favorite Playhouse Disney songs. Adults: $30.88; Children (3 - 9) $17.03 includes tax Breakfast Buffet Selections Seasonal fruit Freshly baked pastries Assorted yogurts Breakfast Meats Scrambled Eggs and Frittata Mickey Waffles with assorted toppings Oven Roasted Potatoes Sausage Gravy and Biscuits. Intermission Food Court All Star Music Breakfast Hours Seasonal You get your food from various stations set up in the Food Court area. After selecting your items, go to the central cash registers to pay. All-Star Bounty Platter - scrambled eggs, breakfast potatoes, biscuit, sausage and bacon $8.29 Biscuits and gravy $3.69 Croissant Breakfast Sandwich $5.99 Oatmeal $2.79 Grits $2.79 Pancakes with Bacon $5.29 French Toast with Sausage $5.29 Strawberry Pancakes with bacon $6.29 Chocolate Chip Pancakes with bacon $6.29 Grilled Ham and Cheese $6.99 Cheese Omelet $6.99 Western Omelet $7.29 Vegetable Omelet $6.99 Croissant Breakfast Sandwich $5.99 Mickey-shaped Waffle with Bacon $5.69 Mickey-shaped Waffle with fruit topping and bacon $6.69 Side of Bacon, Sausage, or Chic k Page 10 Notes:

Lunch Coral Reef Living Seas Epcot One of the most unique Disney Dining experiences, the Coral Reef restaurant allows you to dine with the fishes. Among those you might see include: Brown Shark, Stingray, Grouper, Tarpon, and the Green Sea Turtle.Coral Reef restaurant Appetizers Appetizer for Two - Crab Cakes with tropical fruit salsa, tequila aioli; Crispy-fried shrimp with Jicama slaw and spiced remoulade; and a taste of our Creamy Lobster Soup $16.99 Crispy-fried Shrimp - with Jicama slaw and spiced remoulade $11.99 Crab Cakes - with tropical fruit salsa and tequila aioli $11.99 Steamed Mussels - with cilantro sofrito, fennel, tomatoes, and toasted ciabatta $11.99 Creamy Lobster Soup - tarragon and brandy $7.99 Seasonal Soup - Chef Inspired creation $6.99 Winter Green Salad - blue cheese, fresh pears, candied walnuts and blood orange vinaigrette $6.99 Fish Tostadas - with Napa Cabbage, avocado-cilantro cream and fresh lime $8.99 Entrées Lobster Ravioli - with rock shrimp, fresh tarragon and lobster cream $26.49 Seared Scottish Salmon - on lemon and pea risotto with bay scallops and citrus oil $22.99 Seared Chicken Breast - served over spaetzle finished with Applewood smoked bacon - chicken broth $21.99 Caesar Salad - $11.99; with grilled chicken breast $15.49; add shrimp $17.49 Vegetable Potato strudel - with a tomato compote and basil oil $18.99 Seared Rainbow Trout - with warm salad of white beans, arugula, tomatoes, crispy bacon, aged balsamic vinegar and brown butter $19.99 allearsnet Shiraz-braised Pork Shank - with rainbow chard and a spiced butternut squash puree $25.99 Grilled Mahi Mahi - with rock shrimp, hearts of palm, Jasmine rice and a coconut-lime sauce $24.99 (Wells, 2012) ABC Commissary Disney's Hollywood Studios Counter Service Kosher Meals Available upon Request Fried Fish - battered fried fish served with choice of apple slices or fries $7.49 1/3 lb Angus Cheeseburger and Fried Shrimp - with choice of apple slices or fries $10.29 Chicken Curry - with rice $8.49 Chicken Bleu - with choice of apple slices or fries $8.99 Asian Salad $6.89 Desserts Chocolate Mousse $3.59 Strawberry Parfait - no sugar added $3.59 Kids' Picks for guests 9 and under All meals include carrot sticks and Danimals Yogurt and Choice of: 1% Mickey Milk, 1% chocolate milk, small bottled water or apple juice box Chicken Nuggets $5.49 Cheeseburger $5.49 Turkey Sandwich $5.49 Chocolate Chip Cookie, French Fries and Soft Drink available upon request. Beverages Coke, Diet Coke, Sprite, Iced Tea, Minute Maid Light Lemonade, Orange $2.59/$2.89 Bottled Water $2.50 Coffee - regular or decaf $2.09 Hot Cocoa or Hot Tea $2.09 Apple Juice $1.99 Orange Juice $2.39 Low-fat Milk $1.49 Page 11 Notes: World Premiere Food Court All Star Movies Lunch and Dinner Majestic Pizza and Pasta Feature Items Pasta and Meatballs $8.09 Individual Pepperoni Pizza $6.09 Chicken Penne Alfredo $8.39 Hot Italian Sandwich $8.89 Individual Cheese Pizza $5.79 Meatball Sub with chips $8.29 Majestic Menu 16 inch Pepperoni Pizza $15.49 16 inch Cheese Pizza $13.99 Six Breadsticks with Marinara Sauce $4.99 Grill Sandwiches served with Pasta Salad or Fries Cheeseburger $6.09 Chili-Cheese Hot Dog $7.89 Chili-cheese fries $4.09 Side of Fries $2.49 Bakery Single Scoop Cone or Cup $2.69 Double Scoop Cone or Cup $3.69 Single Scoop Waffle Cone $3.09 Double Scoop Waffle Cone $4.09 Strawberry or Hot Fudge Sundae $3.99 Brownie Sundae $4.99 Assorted Cakes by the slice $3.59 Cappuccino $3.19 Espresso $2.6

Dinner Electric Umbrella Future World – Epcot Lunch/Dinner Menu Caesar Salad - with chicken $7.79 Meatball Sub - marinara sauce, provolone cheese, with grapes or fries $8.99 Mushroom and Swiss Burger - sauteed mushrooms, bacon, Swiss cheese, and fried onion rings $9.79 Bacon Angus Cheeseburger $8.79 Southwest Flatbread - Black bean cakes, Monterey Jack, corn salsa, Chipotle mayonnaise $7.79 Chicken Nuggets - 8 pieces with grapes or french fries $8.19 Kid's Picks, for guests 9 and under All meals: $5.49 each and include Carrot Sticks and Grapes, 1% Mickey Milk or Small bottled water Cheeseburger Chilled Chicken Wrap Macaroni and Cheese Beverages Coke, Diet Coke, Sprite, Orange, Light Lemonade $2.79 Bottled Water $2.50 Milk - whole or 1% $2.19 Nescafe Coffee, Decaf $2.19 (Wells, 2012) End Zone Food Court All Star Sports Resort Dinner. Dinner Menu The Grill Shop Items served with pasta salad or fries 1/3 lb Angus Bacon Cheeseburger - $8.79 Chicken Breast Nuggets (8 pieces) $7.89 Chili Cheese Hot Dog - $8.09 Vegetable Burger - $6.99 Bacon Mushroom Swiss Cheeseburger - $9.29 Hot Dog - $6.79 Chili Cheese Fries $4.49 Baked Chicken or Roast Turkey Dinner $6.49 Turkey Sandwich $4.99 Double Cheeseburger w/Fries or Pasta Salad - $7.09 Chicken Breast Nuggets w/Fries or Pasta Salad- $7.69 Vegetarian Burger w/Fries or Pasta Salad - $6.29 Chili Cheese Hot Dog w/Fries or Pasta Salad - $7.09 Hot Dog w/Fries or Pasta Salad - $5.79 Cheeseburger w/Fries or Pasta Salad - $6.09 Bacon Double Cheeseburger w/Fries or Pasta Salad - $7.59 Chili Cheese Fries - $3.59 Note: Pasta Salad is made with wheat pasta The Pizza Shop till Midnight Individual Pepperoni Pizza - $6.09 Individual Cheese Pizza - $5.79 Chicken Penne Alfredo w/Breadstick - $8.19 (Lunch Only) W/Salad $10.19 (Dinner Only) Pasta with Meatballs w/Breadstick - $8.09 Page 12 Notes: Casey's Corner Main Street - Magic Kingdom Counter Service Chicago Style Hot Dog - topped with tomato slices, dill pickle, Chicago-style relish and banana peppers $8.59 Chili Cheese Dog - topped with chili and shredded cheddar cheese $8.59 Barbeque Slaw Dog - topped with pulled pork, cole slaw and barbeque sauce $8.59 Hot Dog Meal - served with apple slaw or french fries $7.19 Corn Dog Nuggets $4.49 Ball Park Nachos $7.69 French Fries - $2.49 Cotton Candy - $3.99 Brownie - $2.39 Cracker Jack - $2.39 Soft Drinks - Coke, Diet Coke, Sprite, Orange, Light Lemonade & Iced Tea - $2.59 & $2.89 Chocolate or Whole Milk - $2.19 Hot Cocoa - $2.09 Nescafe Coffee - regular or decaffeinated $2.09 Bottled Water - $2.50 Apple Juice $1.9

Snack Prices same price at every park (Wells, 2012) Page 13 Notes:  Soft Serve Waffle Cone - Vanilla, Chocolate or Swirl $3.59  Soda Floats - with choice of fountain beverage $4.19  Bottled Water $2.50  Coke, Diet Coke, Sprite, Minute Maid Lemonade Lite, Barq's Root Beef $2.59  Popcorn $3.09 Souvenir Bucket with Popcorn $4.79  Cinnamon-glazed Almonds or Pecans $3.99  Funnel Cake with sugar $6.00 -- add vanilla ice cream $2.25 -- add chocolate $1.00  Cotton Candy $3.50  Pretzel $3.50 -- add cheese $1.25  Fried Ice Cream $5.50  Funnel Cake Gift Kit $19.00

WALT DISNEY WORLD® THEME PARK TICKETS MAGIC YOUR WAY TICKET PRICE CHART The Magic Your Way Tickets offer guests much more choices than the existing Park Hopper tickets. The base ticket will offer the most savings to guests who plan to visit one park per day of their vacation. Disney's Theme parks available with the Magic Your Way Tickets are as follows: Magic Kingdom® Park Epcot® Disney’s Hollywood Studios™ Disney's Animal Kingdom® Theme Park  Normal Tickets Adult MYW Base Ticket Price  1 Day $90.53  2 Days $178.92  3 Days $247.08  4 Days $258.80 Park Hopper Option For an extra $54 flat fee, Magic Your Way Ticket holders can come and go as they please through all four Disney theme parks on the same day or every day of their pass. Magic Your Way Base Ticket prices Adult 1 Day $149.10 2 Days $237.50 3 Days $305.66 4 Days $317.37 Magic Your Way Base Ticket prices with Water Park Fun & More NO PARK HOPPING Gate Price Adult Number of Water Park Fun and More Options 1 Day $154.98 2 Days $249.12 3 Days $321.72 4 Days $334.19 Page 14 Magic Your Way Base Ticket prices with Water Park Fun & More Park Hopping option Gate Price Adult Number of Water Park Fun and More Options 1 Day $207.68 2 Days $296.07 3 Days $364.23 4 Days $375.95 (Disney, 2012)

Slide into this home for sports enthusiasts, featuring enormous motifs celebrating football, basketball, and more! Dining End Zone Food Court - Score big dining points at this sports-themed arena featuring unique food outlets and a deli-style market. For breakfast, choose from all your favorites such as omelets, pancakes, french toast, cereal, bakery items and special platters. Enjoy a winner of a meal at lunch and dinner with burgers, a variety of grill items, chicken strips, pasta, pizza, soups, salads and sandwiches. It's fit for champs! Hotel Amenities Swimming Pool Non Smoking Dining Golf Course Kids Activities Wheelchair Accessible Parking High-Speed Internet Disney's All-Star Sports Resort $86 per night Disney's Caribbean Beach Resort $135 per night Palm trees, island rhythms, and the laid-back attitude of the Caribbean are found at this lakefront Walt Disney World Resort. Market Street Food Court - Join the fun in the hubbub of bustling Market Street at the Old Port Royale. Choose from a variety of tasty treats at food outlets, serving such favorites as hamburgers, pizza, pasta and broiled specialties for lunch and dinner. For breakfast, choose from all your favorites such as omelets, pancakes, french toast, cereal, bakery items and special platters. Shutters - Take a mini tropical vacation at this cool get-away that serves American cuisine with a Caribbean twist. Try Island wings, smoked prime rib, char- grilled marinated top sirloin steak, penne pasta with shrimp, herb roasted chicken and baked onion soup. Sail away to this Caribbean paradise, where lazy days are devoted to the beach, island foods, and enjoying bright, inspiring colors. 'Isle' see you there! Pizza Delivery 4pm - Midnight - Motor coach transportation provided to all areas of The Walt Disney Resort Hotel Amenities Dry Cleaning/Laundry Swimming Pool Dining Golf Course Kids Activities Wheelchair Accessible Parking Room Service High-Speed Internet page 15 (Disney, 2012)

Walt Disney World Dolphin $254 per night In the heart of the Walt Disney Resort, the award- winning Walt Disney World Dolphin is your gateway to Central Florida's greatest attractions. Dining: Property Has 10 Restaurants On-site Fresh Mediterranean Market Type of Restaurant - Full Service Restaurant Type of Cuisine - Mediterranean Meals Served - Breakfast - Lunch - Dessert Hours - Mon-Sun Restaurant Description - Fresh Mediterranean Market will provide you with the freshest possible You will enjoy the savory aromas of garlic..herbs..spices and olive oils coming from our open kitchen as the chefs prepare your selections right before your eyes. Our pastry station offers fresh baked croissants..danishes..French baguettes..scones..pie favorites and decadent chocolate desserts. Enjoy the Market. Garden Grove Type of Restaurant - Full Service Restaurant Type of Cuisine - American Meals Served - Breakfast - Lunch - Dinner - Dessert Hours - Dry Cleaning/Laundry Meeting Rooms Tennis Court Swimming Pool Non Smoking Dining Golf Course Fitness Facility Kids Activities Wheelchair Accessible Business Center Room Service High-Speed Internet Health Spa Executive Floor Interior Corridor Bay Lake Tower at Disney's Contemporary Resort $500 per night Bay Lake Tower at Disney's Contemporary Resort has been designed to complement the fabled styling of the classic Disney's Contemporary Resort building. Hotel Amenities Dry Cleaning/Laundry Meeting Rooms Tennis Court Swimming Pool Dining Golf Course Convention Centre Fitness Facility Kids Activities Wheelchair Accessible Business Center Room Service High-Speed Internet Health Spa Hot Tub Interior Corridors Page 15 (Disney, 2012)

ALL ABOARD!!!! Departure from Chicago: COST: $234 Departs: 6:10 AM Mon Apr 16 2012 Chicago, IL - Union Station (CHI) Station News ARRIVAL: 8:55PM Mon April 16 2012 Orlando, FL Train Station Departure from Orlando COST: $234 Departs: 8:00AM Fri Apr 20,2012 Orlando, FL – Train Station (ORD) Station News ARRIVAL: 11:15PM Fri April 20, 2012 Chicago, IL Union Station Page 16

EVENTStart TimeEnd Time EXAMPLE: Breakfast 8:008:45 Day 1: Tuesday EVENTStart TimeEnd Time Day 2: Wednesday Page 17

EVENTStart TimeEnd Time Day 3: Thursday EVENTStart TimeEnd Time Day 4: Friday Page 18

Must have items in order to stay healthy 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. What would be some of consequences if I didn’t have these items? 1. 2. 3. 4. 5. 6. 7.

(Disney, 2012) Page 20

Water Parks and other fun places in Disney World (Disney, 2012) Page 24

Places I HAVE TO GoPlaces I WANT to go Cost of the place I HAVE to go Cost of the place I Want to go The places I will go and the cost of admission: Page 25

SundayMondayTuesdayWednesdayThursdayFridaySaturday Page 26

DAY OF THE WEEK TEMPERATUREWIND SPEEDPrecipitation Sunday Monday Tuesday Wednesday Thursday Friday Saturday Page 27 WEATHER Explain how the weather can have a major effect on our trip to Florida. What will you do with this information when you are packing your suitcases for this trip?

Carry on bag for the train. All items have to fit inside of your school backpack .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. Items to go in my one suitcase DON’T FORGET YOUR ITEM’S TO GO SWIMMING ALONG WITH YOUR SURVIAL KIT ITEMS!!!!

(Kartenwerkstatt, 2008) 11. 10. 9. 8.7. 6. 5. 4. 3. 2.1. Page 29

Name of Country Picture number that matches the country. Questions I have about the countries. Was my question answered? 1.Canada 2. Morocco 3. Italy 4. United States 5. Japan 6. France 7. Mexico 8. Germany 9. China 10. United Kingdom 11.Norway

HOW FAR DID I WALK? Goal:Actual AmountHow close was I to my prediction? Example: Day 1 10,000 steps 13, 835 steps13,835 – 10,000= 3,835 extra steps DAY 1 DAY 2 DAY 3 DAY 4 Why is it important to keep track of how much you walk? Were you happy with your results? Why or Why not? What will you do differently next time?

ANSWERS THAT I NEED TO FIND: 1.What Continent am I on? 2. How many people live on this country? 3. What try of agriculture does this country have? 4. What are come of the customs or traditions of this country? 5. Do the children get an education? 6. What types of foods do the people typically eat? 7.What try of weather does this country have? 8.What do people do of fun? 9.Does this country trade with the United States? 10. What does my house look like? DIRECTIONS: You must pick at least 5 of these questions per country. The next country must have a different set of questions. You can mix up the combinations of the questions also. Remember to use our resources like the: library, computer, encyclopedia, and interview with the 5 th grade social studies teacher, and our textbook! Page 33

(Rainbow, 2009)

ParkDistance of the park Distance I walked Did I make it around the park? By how much EXAMPLE: Epcot 2 miles or 10,560 feet 8, 269 feet (steps) No 10,560 - 8,269 2,291 more steps 1. 2. 3. Page 35

ParkDistance of the park Distance I walked Did I make it around the park? By how much 4. 5. 6. 7. Page 36

References Armstrong, J. (2011). Parks School Report Card. Joliet 86-Students Today, Learners For Life. Retrieved from http://www.joliet86.org/http://www.joliet86.org/ Arnone, D. (2010). Curious Kids combine inquiry with imagination to spark innovative ideas for sharing. Curious Kids Combine Inquiry with Imagination to Spark Innovative Ideas for Sharing. Retrieved from http://curiositycreek.org/Exploration-in-Action/Other-Countrieshttp://curiositycreek.org/Exploration-in-Action/Other-Countries BBC News. (2009). Retrieved from http://www.bbc.co.uk/nature/animals/http://www.bbc.co.uk/nature/animals/ Bydlowski, D. (2007, September 23). Water Cycle Song. YouTube. Retrieved from http://www.youtube.com/watch?v=Yw275056JtA http://www.youtube.com/watch?v=Yw275056JtA Company, N. (2012). Caloriecounter.com: The Leading Calorie Counter Site on the Net.Caloriecounter.com: The Leading Calorie Counter Site on the Net. Retrieved from http://www.caloriecounter.com http://www.caloriecounter.com Davis. (2002). âtroperville. The Several States. Retrieved from http://tvtropes.org/pmwiki/pmwiki.php/Main/TheSeveralStates http://tvtropes.org/pmwiki/pmwiki.php/Main/TheSeveralStates Disney. (2012). Vacation Planning Center | Walt Disney World Resort. Walt Disney World Resort. Retrieved from http://disneyworld.disney.go.com/plan/http://disneyworld.disney.go.com/plan/ DisneyEducation. (2011, December 02). Bill Nye the Science GuyÂ®: Water Cycle - Video.YouTube. Retrieved from http://www.youtube.com/watch?v=hehXEYkDq_Yhttp://www.youtube.com/watch?v=hehXEYkDq_Y Edwards, C. (2009, January 06). When you wish upon a star w/ lyrics. YouTube. Retrieved from http://www.youtube.com/watch?v=EnqgROXTSFwhttp://www.youtube.com/watch?v=EnqgROXTSFw Enterprise, R. (2012). Animal Species by Area Animal Kingdom. Animal Species by Area in Animal Kingdom. Retrieved from http://allears.net/tp/ak/ak_anim.htmhttp://allears.net/tp/ak/ak_anim.htm Explorecia. (2006). TeacherTube Videos - 10 Rules to Smart Packing for Educational Travel.TeacherTube. Retrieved from http://www.teachertube.com/viewVideo.php?video_id=200632 http://www.teachertube.com/viewVideo.php?video_id=200632 Family, G. (2010). Winter Activities. Seasonal Activities and Lesson Plans. Retrieved from http://seasonal.theteacherscorner.net/winter/ http://seasonal.theteacherscorner.net/winter/ Hansen. (2011). It's A Small World HD Video. Retrieved from http://www.youtube.com/watch?v=dVsCishBGlo http://www.youtube.com/watch?v=dVsCishBGlo Inc, Y. (2012). KIDS DIRECTORY. Yahoo Kids! Directory. Retrieved from http://kids.yahoo.com/directory/Around-the-World/Countries http://kids.yahoo.com/directory/Around-the-World/Countries

References continue Jelsoft. (2012). Distance Around World Showcase at Epcot??? - The DIS Discussion Forums - DISboards.com. The DIS Discussion Forums. Retrieved from http://www.disboards.com/showthread.php?t=1272436 http://www.disboards.com/showthread.php?t=1272436 Karlson, S. (2008). COLD SPRING SHOPS. : 07/01/2008. Retrieved from http://coldspringshops.blogspot.com/2008_07_01_archive.html http://coldspringshops.blogspot.com/2008_07_01_archive.html Kartenwerkstatt. (2008, October). Norway. Wikipedia. Retrieved from http://en.wikipedia.org/wiki/File:Norway_location_map.svg http://en.wikipedia.org/wiki/File:Norway_location_map.svg Lefkon, W. (2007). Birnbaum guides 2008 Walt Disney World: Expert advice from the inside source : The official guide. New York: Disney Editions. Mannheim, S. (2002). Walt Disney and the quest for community. Aldershot, Hants, England: Ashgate. Moen, J. (2005). Usa map of states with full names. World Atlas including Geography Facts, Maps, Flags. Retrieved from http://www.worldatlas.com/webimage/testmaps/usanames.htmhttp://www.worldatlas.com/webimage/testmaps/usanames.htm Photos: Texas Tornado Aftermath. (2012). The Weather Channel. Retrieved from http://www.weather.com http://www.weather.com Rainbow. (2009). Welcome to RainbowResource.com â Learning Tools for Homes and Schools Serving Home Educators Since 1989. Person Mini Cut-Out Book (023568) Details. Retrieved from http://rainbowresource.com/product/sku/023568/ http://rainbowresource.com/product/sku/023568/ Saurer, D. (2011). Forecast. Innovation Weather â. Retrieved from http://www.innovationweather.com/forecast/ http://www.innovationweather.com/forecast/ Summers, D. (2012, January 11). Weather | The Lake Mary Blog. The Lake Mary Blog. Retrieved from http://blog.movetolakemary.com/tag/weatherhttp://blog.movetolakemary.com/tag/weather Welcome to Explore & More's Cultures for Kids. (2011). Explore and More. Retrieved from http://www.exploreandmore.org/world/default.htm http://www.exploreandmore.org/world/default.htm Wells, D. (2012, January). Menus from Around the World. Restaurant Dining Menus from Walt Disney World. Retrieved from http://allears.net/menu/menus.htmhttp://allears.net/menu/menus.htm Werner. (2003). Epcot World Showcase. - Eleven Countries Are Represented at Disney's Epcot. Retrieved from http://www.wdwinfo.com/wdwinfo/guides/epcot/ep-worldshowcase.htmhttp://www.wdwinfo.com/wdwinfo/guides/epcot/ep-worldshowcase.htm Wilson, E. (2003). Encyclopedia of Life. Retrieved from http://eol.org/http://eol.org/

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Disney World 3 rd Grade Interdisciplinary Unit Amie Sallese University of St. Francis Education 385 Professor Evans Spring 2012.

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Disney World 3 rd Grade Interdisciplinary Unit Amie Sallese University of St. Francis Education 385 Professor Evans Spring 2012.

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